Foreign Language Annals最新文献_第2页

“More than lo visible”: Black world language teachers' use of identity to contest culturelessness “不只是看不见”：黑人世界的语言教师用身份来对抗文化缺失

IF 2 1区文学

Foreign Language Annals Pub Date : 2026-06-15 Epub Date: 2026-04-16 DOI: 10.1111/flan.70054

Tasha Austin, Aris Clemons, Aminah Raysor

引用次数: 0

High-leverage practices in action: WL teachers' self-reported use of HLTPs in the K-12 classroom 高杠杆实践在行动：WL教师在K-12课堂上使用hltp的自我报告

IF 2 1区文学

Foreign Language Annals Pub Date : 2026-06-15 Epub Date: 2025-09-03 DOI: 10.1111/flan.70015

Rebecca S. Borden, Bo Liu, Kexuan Wu

{"title":"High-leverage practices in action: WL teachers' self-reported use of HLTPs in the K-12 classroom","authors":"Rebecca S. Borden, Bo Liu, Kexuan Wu","doi":"10.1111/flan.70015","DOIUrl":"https://doi.org/10.1111/flan.70015","url":null,"abstract":"Research on the implementation of high-leverage practices (HLTPs) in World Languages (WL) has gained momentum over the past decade. While the field has largely focused its attention on HLTPs in preservice teacher preparation, our research seeks to illuminate how in-service WL teachers self-report utilizing the HLTPs in classroom instruction. This qualitative case study examined the self-reported teaching practices of 54 in-service K-12 WL teachers in the U.S. Data were collected through a survey and a follow-up semi-structured interview with nine of the 54 participants. Our analysis focused on two of Glisan and Donato's (2017) HLTPs, Facilitating Target Language Comprehensibility (HLTP #1) and Building a Classroom Discourse Community (HLTP #2). The findings revealed that the majority of participants self-reported what could be considered “effective” implementation of HLTPs #1 and #2, while a number of participants indicated “developing” or “ineffective” micro-practices associated with HLTPs more broadly. The implications of this study may inform both the work of teacher development programming for in-service teachers and research on HLTPs.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 2","pages":"543-563"},"PeriodicalIF":2.0,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269273","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 Chinese corner as an ecological space for multilingual identity development 汉语角作为多语言认同发展的生态空间

IF 2 1区文学

Foreign Language Annals Pub Date : 2026-06-15 Epub Date: 2025-10-14 DOI: 10.1111/flan.70024

Xi Ji, Ying Liu, Junji Gong

{"title":"The Chinese corner as an ecological space for multilingual identity development","authors":"Xi Ji, Ying Liu, Junji Gong","doi":"10.1111/flan.70024","DOIUrl":"https://doi.org/10.1111/flan.70024","url":null,"abstract":"Sociocultural theories of Second Language Acquisition argue that language is not merely a tool for communication, but also a symbolic expression of social and cultural identity, particularly in the increasingly multilingual contexts where foreign language learners now find themselves. While much research has explored the development of multilingual identities among learners in various language programs, little has investigated the role that a carefully designed multilingual community plays in the long-term identity development of foreign students. This study investigates how learners of Chinese as a Second Language (CSL) develop their multilingual identities within the collaborative “Chinese Corner” community. Drawing on an ecological perspective of language learning, the research examines how learners from diverse cultural backgrounds engage with each other and construct their identities within this community. Findings show that students actively reframe their personal stories, collaborate on each other's stories and contribute to a new imagined vision of themselves. The study highlights the role of the Chinese Corner as an ecological language space in fostering multicultural awareness and identity construction among CSL students.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 2","pages":"430-448"},"PeriodicalIF":2.0,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269072","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

I am my language: Roots, rhythm, and resistance 我就是我的语言：根、节奏和抵抗

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2026-03-02 DOI: 10.1111/flan.70057

Krishauna Hines-Gaither

引用次数: 0

Language teacher identity and social justice instructional practices: A history-in-person perspective 语言教师身份与社会正义教学实践：亲身经历的历史视角

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2026-02-02 DOI: 10.1111/flan.70049

Kate Paesani

引用次数: 0

Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing 信任、抗拒与转变：教师对第二语言写作中人工智能反馈观点的q方法研究

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-12-03 DOI: 10.1111/flan.70042

Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin

{"title":"Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing","authors":"Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin","doi":"10.1111/flan.70042","DOIUrl":"https://doi.org/10.1111/flan.70042","url":null,"abstract":"The integration of artificial intelligence (AI) into second language (L2) writing instruction has generated an ongoing debate concerning its pedagogical value, ethical implications, and classroom implementation. While existing research highlights AI's potential to enhance writing development, teachers' subjective views remain underexplored. This study uses Q-methodology to examine educators' perspectives on the pedagogical role of AI, particularly AI-generated feedback, in L2 writing instruction. Forty teachers sorted 42 statements that captured pedagogical, emotional, and ethical concerns related to AI-supported writing practices. By-person factor analysis revealed four distinct viewpoints: (1) Instructor-Led Guided Trust, (2) Institution-Dependent Conditional Trust, (3) Strategic Resistance, and (4) Transformative Embrace. These perspectives reflect varying degrees of trust in AI, informed by beliefs about instructional quality and teacher roles. The findings emphasize the need for teacher agency, contextual responsiveness, and targeted professional development in AI adoption. This study contributes to a deeper understanding of how educators reconcile emerging technologies with pedagogical integrity, offering practical implications for policy, training, and future research in technology-enhanced education.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"34-62"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562533","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

Designing authentic language learning simulations to support student engagement 设计真实的语言学习模拟，以支持学生的参与

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-11-10 DOI: 10.1111/flan.70036

Cherice Montgomery, Jon Balzotti, Derek Hansen

{"title":"Designing authentic language learning simulations to support student engagement","authors":"Cherice Montgomery, Jon Balzotti, Derek Hansen","doi":"10.1111/flan.70036","DOIUrl":"https://doi.org/10.1111/flan.70036","url":null,"abstract":"In a global society, learners must communicate effectively across diverse cultural contexts, but traditional classroom learning can fall short of preparing students for real-life demands. Simulations can shift students' focus from learning about language to using language for authentic tasks. This study developed and evaluated a digital, educational language simulation called a Playable Case Study (PCS). Students investigated questions about the Spanish Civil War as curators in a fictional museum and produced an exhibit for a real public audience. Researchers examined the question: How do the design features of a historically-contextualized, project-based PCS simulation influence student engagement in university Spanish language courses? Findings based on classroom observations, pre-/post-surveys, and instructor interviews (a) offer insights into four types of authenticity that affect student engagement (linguistic, cultural, disciplinary, and technological), (b) show that constructivist, multimedia curation tasks can stimulate autonomous learning, and (c) reveal technological authenticity's influence on student engagement.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"166-213"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564757","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

Incorporation of ACTFL proficiency guidelines and OPI into a Chinese heritage language curriculum 将ACTFL水平指引和OPI纳入中国传统语言课程

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-09-22 DOI: 10.1111/flan.70030

Lini Ge Polin, Li Yang

{"title":"Incorporation of ACTFL proficiency guidelines and OPI into a Chinese heritage language curriculum","authors":"Lini Ge Polin, Li Yang","doi":"10.1111/flan.70030","DOIUrl":"https://doi.org/10.1111/flan.70030","url":null,"abstract":"Traditional college heritage language (HL) classes often place more emphasis on literacy development than speaking improvement. However, the native-like abilities of some heritage language learners (HLLs) in certain areas, such as acoustic perception and pronunciation, do not guarantee their oral competency. To address the issue, this study integrated the ACTFL Proficiency Guidelines—Speaking and mock Oral Proficiency Interviews (OPIs) conducted by certified ACTFL OPI testers into a Chinese HL curriculum over one semester. Forty-one participants completed pre- and post-surveys and mock OPIs at the beginning and end of the semester, respectively. The pre-post-survey comparison indicated participants' enhanced speaking awareness and stronger speaking initiatives inside and outside of class. The pre-post-mock-OPI comparison indicated improved oral proficiency of 15 participants, and some minor qualitative improvements in one or two of the criteria of Functions and Tasks, Accuracy, Context and Content, and Text Type in 16 of the other 26 participants. Implications regarding the improvement of Chinese HLLs' speaking development are discussed.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"256-277"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568378","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

Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing 信任、抗拒与转变：教师对第二语言写作中人工智能反馈观点的q方法研究

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-12-03 DOI: 10.1111/flan.70042

Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin

{"title":"Trust, resistance, and transformation: A Q-methodological study of teachers' perspectives on AI-generated feedback in second language writing","authors":"Nattawut Jinowat, Kanokpan Wiboolyasarin, Fuanglada Chomchuen, Watcharapol Wiboolyasarin","doi":"10.1111/flan.70042","DOIUrl":"https://doi.org/10.1111/flan.70042","url":null,"abstract":"The integration of artificial intelligence (AI) into second language (L2) writing instruction has generated an ongoing debate concerning its pedagogical value, ethical implications, and classroom implementation. While existing research highlights AI's potential to enhance writing development, teachers' subjective views remain underexplored. This study uses Q-methodology to examine educators' perspectives on the pedagogical role of AI, particularly AI-generated feedback, in L2 writing instruction. Forty teachers sorted 42 statements that captured pedagogical, emotional, and ethical concerns related to AI-supported writing practices. By-person factor analysis revealed four distinct viewpoints: (1) Instructor-Led Guided Trust, (2) Institution-Dependent Conditional Trust, (3) Strategic Resistance, and (4) Transformative Embrace. These perspectives reflect varying degrees of trust in AI, informed by beliefs about instructional quality and teacher roles. The findings emphasize the need for teacher agency, contextual responsiveness, and targeted professional development in AI adoption. This study contributes to a deeper understanding of how educators reconcile emerging technologies with pedagogical integrity, offering practical implications for policy, training, and future research in technology-enhanced education.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"34-62"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562552","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

A teacher educator's return to P-12 world language teaching: Transforming practices, perspectives, and identities 教师教育工作者回归中小学世界语言教学：转变实践、观点和身份

IF 1.5 1区文学

Foreign Language Annals Pub Date : 2026-03-20 Epub Date: 2025-08-06 DOI: 10.1111/flan.70004

Beth Wassell

{"title":"A teacher educator's return to P-12 world language teaching: Transforming practices, perspectives, and identities","authors":"Beth Wassell","doi":"10.1111/flan.70004","DOIUrl":"https://doi.org/10.1111/flan.70004","url":null,"abstract":"After working at a university as a language teacher educator for 20 years, I returned to the P-12 setting to coteach an inclusive high school Spanish class. The purpose of this return was to relearn to teach and to better understand current challenges in language education, student engagement, and inclusive instruction. Using an autoethnographic approach, I examined how the experience reshaped my instructional practices, my perspectives on pedagogical content knowledge, and my language teacher educator identity. The findings highlight tensions of translating theoretical and research-based approaches to classroom realities, challenges in maintaining a teacher educator identity in a P-12 context, and the importance of student voice in shaping pedagogy. By examining the contradictions between language teacher identity and language teacher educator identity, this autoethnography contributes to the discourse on language teacher preparation and reflective practice. The conclusion underscores the benefits of returning to a P-12 context for teacher educators and postsecondary language instructors, with implications for professional development and for language teacher education.","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"59 1","pages":"103-122"},"PeriodicalIF":1.5,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563567","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