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From mock interviews to real job interviews: Assessing the efficacy of business Chinese instruction 从模拟面试到真实面试：商务汉语教学效果评估
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-04-24 DOI: 10.1111/flan.12759
Zhongqi Shi, Shuai Li
{"title":"From mock interviews to real job interviews: Assessing the efficacy of business Chinese instruction","authors":"Zhongqi Shi, Shuai Li","doi":"10.1111/flan.12759","DOIUrl":"https://doi.org/10.1111/flan.12759","url":null,"abstract":"The study investigates whether and how mock interviews, an instructional component of business Chinese courses, prepare students for real interviews. The study included 11 American undergraduate students who participated in a 10‐week summer study abroad program in China. Participants underwent two rounds of mock interviews with their instructors and received individualized written feedback after each interview. They were then interviewed by hiring managers from the companies of their choice. The results of the study showed that the feedback provided by instructors addressed various performance issues, with a focus on linguistic accuracy rather than interview content. Comparison of the mock interviews with real job interviews showed significant differences in interview content, including workplace‐related interactions, language functions, and free chatting. The findings have implications for teaching and research in language for specific purposes.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140662457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Leveraging the AAPPL to promote positive washback in K-12 language teaching 利用 AAPPL 促进 K-12 语言教学中的积极反馈
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-04-24 DOI: 10.1111/flan.12761
Reuben Vyn
{"title":"Leveraging the AAPPL to promote positive washback in K-12 language teaching","authors":"Reuben Vyn","doi":"10.1111/flan.12761","DOIUrl":"10.1111/flan.12761","url":null,"abstract":"<p>In recent years, the use of external proficiency-based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study examines the washback effects of the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) on teachers' instruction and planning in an urban Midwest K-12 district. Survey and interview data revealed that teachers increased their use of ACTFL key documents, placed more emphasis on target language usage, and sought to balance their use of the three modes of communication to better meet learners' needs and facilitate their proficiency development. This evidence of positive washback was observed among teachers across languages and levels and was enhanced by the opt-in approach to test implementation and the close link between testing and teaching. For some, the AAPPL served as a catalyst to further align their curricula and instruction. Recommendations are offered for those who may wish to implement a standards-based external language assessment such as the AAPPL as a means by which to foster professional growth and promote teachers' adoption of proficiency-oriented practices.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140660057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
World languages for Black Linguistic Reparations 世界语言促进黑人语言赔偿组织
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-04-09 DOI: 10.1111/flan.12756
Tasha Austin, Uju Anya
{"title":"World languages for Black Linguistic Reparations","authors":"Tasha Austin,&nbsp;Uju Anya","doi":"10.1111/flan.12756","DOIUrl":"10.1111/flan.12756","url":null,"abstract":"<p>This conceptual work highlights the history of Black erasure throughout the existence of world languages (WLs) as a field of study in the United States. It outlines the unique challenges faced by African descended learners who have and continue to pursue WL study in US classrooms. These include but are not limited to reduced local funding and programmatic expectations due to the remnants of anti-Black educational policies, monolingual and imperial language ideologies prevalent in texts and pedagogical approaches, and generations of segregation in and outside of schools. Finally, this work proposes WLs serve as a site of Black Linguistic Reparations through, (1) the redistribution of resources in the field, (2) the repair of enacted WL teaching to meet the calls of ACTFL's standards for preparing students for communication in a pluralistic society, and (3) a recreation of the “world” as narrated through a global, rather than a white Western lens.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140592050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Issue Information - Ed Board, ACTFL Officers Page 发行信息 - 教育委员会、ACTFL 官员页面
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-03-08 DOI: 10.1111/flan.12692
{"title":"Issue Information - Ed Board, ACTFL Officers Page","authors":"","doi":"10.1111/flan.12692","DOIUrl":"https://doi.org/10.1111/flan.12692","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12692","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140063704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Building connections 建立联系
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-26 DOI: 10.1111/flan.12755
L. J. Randolph Jr.
{"title":"Building connections","authors":"L. J. Randolph Jr.","doi":"10.1111/flan.12755","DOIUrl":"10.1111/flan.12755","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139979445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The lexical content of high-stakes national exams in French, German, and Spanish in England 英国法语、德语和西班牙语国家考试的词汇内容
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-21 DOI: 10.1111/flan.12751
Amber Dudley, Emma Marsden
{"title":"The lexical content of high-stakes national exams in French, German, and Spanish in England","authors":"Amber Dudley,&nbsp;Emma Marsden","doi":"10.1111/flan.12751","DOIUrl":"10.1111/flan.12751","url":null,"abstract":"<p>Surprisingly little is known about the number and frequency level of words that beginner-to-low-intermediate 16-year-old learners of French, German, and Spanish are expected to know when taking high-stakes national exams in England. This study presents exploratory analyses of the lexical content of the listening and reading tests of these exams, a corpus totaling 116,647 running words. Specifically, it seeks to understand the number and frequency level of words that (a) this demographic seems to be expected to know and (b) could be needed for awarding organizations to create exams year-on-year. Key findings include that the proportion of low(er)-frequency words in the corpus of exam papers seemed large, given the stage of the learners and the purpose of the assessments. Critically, these low(er)-frequency words changed at a high rate between papers, likely incurring a heavy reliance on the lexical inferencing abilities of these relatively inexperienced language learners.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12751","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Addressing challenges in language education: Insights and solutions from higher education 应对语言教育的挑战：来自高等教育的见解和解决方案
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-19 DOI: 10.1111/flan.12754
Kristin J. Davin, Francis J. Troyan
{"title":"Addressing challenges in language education: Insights and solutions from higher education","authors":"Kristin J. Davin,&nbsp;Francis J. Troyan","doi":"10.1111/flan.12754","DOIUrl":"10.1111/flan.12754","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An examination of the postgraduation benefits of earning a Seal of Biliteracy 对获得 "双语印章 "的毕业后益处的研究
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-02-19 DOI: 10.1111/flan.12753
Kristin J. Davin, Kristen R. Cruz, Charlotte R. Hancock
{"title":"An examination of the postgraduation benefits of earning a Seal of Biliteracy","authors":"Kristin J. Davin,&nbsp;Kristen R. Cruz,&nbsp;Charlotte R. Hancock","doi":"10.1111/flan.12753","DOIUrl":"10.1111/flan.12753","url":null,"abstract":"<p>Across the United States, students have the opportunity to earn a Seal of Biliteracy (SoBL) when they graduate from high school. Awarded to students who demonstrate proficiency in two or more languages, the SoBL originated to confront English-only ideologies and promote multilingualism. But critics question the impact of the policy on students and whether English-dominant students experience greater impacts than their linguistically-minoritized peers. To that end, this study posed the question, What do recipients report postgraduation as benefits of earning a SoBL? In this qualitative investigation, 33 SoBL earners were interviewed postgraduation to analyze the benefits that they experienced from SoBL attainment. Four themes characterized the findings: increased employability in sales and education, pride and acknowledgment for linguistically-minoritized students, greater confidence and interest in postsecondary education, and difficulty receiving college credit. The article concludes with implications for strengthening the impact of the policy.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139923762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms 对话日记与传统写作作业：第二语言德语课堂写作比较
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-02-19 DOI: 10.1111/flan.12752
Nick Henry, Hannes Mandel, Vincent VanderHeijden
{"title":"Dialogue journals and traditional writing assignments: A comparison of writing in L2 German classrooms","authors":"Nick Henry,&nbsp;Hannes Mandel,&nbsp;Vincent VanderHeijden","doi":"10.1111/flan.12752","DOIUrl":"10.1111/flan.12752","url":null,"abstract":"<p>Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt-based assignments (TAs). The present study, therefore, presents a quasi-experimental comparison of texts from first- and second-year German classrooms that used either DJs or TAs. Analysis focused on five metrics: (1) word count, (2) sentence count, (3) words per sentence, (4) text-type ratio (TTR), and (5) measure of textual lexical diversity (MTLD). Results for word and sentence count indicated that TA texts were longer. However, DJs resulted in more complex writing, as measured by sentence length, MTLD, and TTR. Taken together, results suggest that journals can promote writing that is both communicatively oriented and linguistically complex. The article concludes by offering suggestions for practical implementation of DJs.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139923715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL) 提升世界语言教师的领导力：语言学习领导力倡议（LILL）参与者的观点
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-01-29 DOI: 10.1111/flan.12750
Brianna Janssen Sánchez, William S. Davis
{"title":"Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL)","authors":"Brianna Janssen Sánchez,&nbsp;William S. Davis","doi":"10.1111/flan.12750","DOIUrl":"10.1111/flan.12750","url":null,"abstract":"<p>This study investigates the participant experiences and perceived impacts of the Language Initiative for Language Learning (LILL). By exploring the voices of 11 LILL participants through a qualitative case study design, the findings highlight how world language teacher leaders participated in and experienced LILL as a space for leadership growth and perceived the program as having a transformational impact on their leadership identity, mindset, and skill development. While the findings situate LILL as an effective and impactful program, we discuss the need for deeper understandings of world language (WL) teacher leadership in discipline-specific ways and conclude with suggestions for proactive approaches for WL teacher leadership programming.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":null,"pages":null},"PeriodicalIF":2.7,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139588492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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