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Celebrating adoption of the Seal of Biliteracy in all 50 states 庆祝美国 50 个州通过双语扫盲印章
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12776
Kristin J. Davin, Francis J. Troyan
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引用次数: 0
Strategic planning for professional engagement 专业参与战略规划
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12778
L. J. Randolph Jr.
{"title":"Strategic planning for professional engagement","authors":"L. J. Randolph Jr.","doi":"10.1111/flan.12778","DOIUrl":"https://doi.org/10.1111/flan.12778","url":null,"abstract":"","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"587-589"},"PeriodicalIF":1.5,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158500","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
Longitudinal academic, language, and social emotional learning outcomes of graduates of a one-way Spanish Immersion program 单向西班牙语沉浸式课程毕业生的纵向学业、语言和社会情感学习成果
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-09-05 DOI: 10.1111/flan.12782
Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Tatiana Zamora, Tami Girsky
{"title":"Longitudinal academic, language, and social emotional learning outcomes of graduates of a one-way Spanish Immersion program","authors":"Amado M. Padilla,&nbsp;Xinjie Chen,&nbsp;Elizabeth Swanson,&nbsp;Margaret Peterson,&nbsp;Tatiana Zamora,&nbsp;Tami Girsky","doi":"10.1111/flan.12782","DOIUrl":"10.1111/flan.12782","url":null,"abstract":"<p>Seven cohorts of students (<i>N</i> = 258) who completed a K-5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and English Language Arts test scores, high school grade point average (GPA), language class enrollment, Advanced Placement (AP™) Spanish scores, and receipt of the Biliteracy Attainment Award. Results showed that SI graduates generally continued with Spanish language classes up through advanced levels and received high grades. They had similar middle school Smarter Balanced Assessment Consortium scores and high school GPAs as their non-SI comparison group. There were no significant differences between SI and non-SI students for each year on three different social emotional learning (SEL) outcomes (emotion regulation, growth mindset, and school belonging). Overall, results suggest that a K-5 SI program can lead to positive academic and language outcomes without negative impacts on SEL.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 1","pages":"111-136"},"PeriodicalIF":1.5,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203195","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
Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives 跨课程评估语言：批判性反思和学生学习视角
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-08-29 DOI: 10.1111/flan.12775
Emma R. Britton, Angelika Kraemer
{"title":"Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives","authors":"Emma R. Britton,&nbsp;Angelika Kraemer","doi":"10.1111/flan.12775","DOIUrl":"10.1111/flan.12775","url":null,"abstract":"<p>Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser-known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies challenges associated with common program evaluation approaches (used in LAC and other language models) and advances a holistic framework, informed by multiple learning perspectives, to interpret students' experiences. Drawing on interviews with 16 students of Korean, Mandarin, and Spanish (as primary data) and triangulating interviews with observations in nine classrooms as well as other programmatic artifacts, it explores how participants reflected on their experiences and identifies the learning types that LAC appears to support. Findings indicate that LAC especially supported critical content-based language learning, language maintenance, and peer-to-peer collaboration among learners of mixed abilities. Implications for LAC program evaluation are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1051-1071"},"PeriodicalIF":1.5,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203321","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
Challenging deficit ideologies in Spanish heritage language policies and programs 挑战西班牙语遗产语言政策和计划中的赤字意识形态
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-07-04 DOI: 10.1111/flan.12770
David Cassels Johnson, Melanie Carbine, Christine Shea
{"title":"Challenging deficit ideologies in Spanish heritage language policies and programs","authors":"David Cassels Johnson,&nbsp;Melanie Carbine,&nbsp;Christine Shea","doi":"10.1111/flan.12770","DOIUrl":"10.1111/flan.12770","url":null,"abstract":"<p>This study analyzes the programs and policies for Spanish heritage language (SHL) students in Iowa high schools. Previous research suggests that SHL students do not enjoy equitable educational experiences in Spanish language classrooms, which are often taught by and designed for traditional second language learners. In US states like Iowa, there is no language policy that provides a facilitative structure for Heritage language education, so issues of educational opportunity for SHL students are addressed locally. Teachers are, therefore, particularly influential language policy and education arbiters. In this paper, we analyze (1) how Iowa language policy is interpreted and appropriated by high school Spanish teachers and (2) the perspectives of high school Spanish teachers about Heritage language education. Findings reveal that many teachers reject the monoglossic ideologies popular in Spanish language classrooms and instead celebrate the unique verbal repertoires of their SHL students. Implications for language policy and practice are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"944-961"},"PeriodicalIF":1.5,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141547767","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
Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context 社会经济边缘化学校的内容和语言综合教学法与语言学习动机
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-06-27 DOI: 10.1111/flan.12772
Shu Ohki, Russell Cross
{"title":"Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context","authors":"Shu Ohki,&nbsp;Russell Cross","doi":"10.1111/flan.12772","DOIUrl":"10.1111/flan.12772","url":null,"abstract":"<p>Within school contexts that are socioeconomically marginalized, complex factors often lead to languages learning being devalued in ways which adversely impact students' potential, particularly their motivation to learn an additional language (L2). This paper examines the role of Content and Language Integrated Learning (CLIL) in shaping students' L2 learning motivation within a school setting that is socioeconomically marginalized, and how it may offer a solution to this challenge. Drawing on Dörnyei's (2005) theory of the L2 Motivational Self System, this study analyzes qualitative data from a Japanese/Science CLIL course taught in one such Australian secondary school setting. Although the findings confirm previous research on CLIL's generally positive influence on student motivation, it also identifies instances of a negative impact with a certain student group. The paper concludes with the implication of CLIL-based approaches for languages provision in challenging school contexts.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"981-999"},"PeriodicalIF":1.5,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502250","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
Equity/heritage and globalized human capital discourses in Ohio's Seal of Biliteracy policy, promotional materials, and stakeholder perceptions 俄亥俄州 "两文印章 "政策、宣传材料和利益相关者看法中的公平/遗产和全球化人力资本论述
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-06-27 DOI: 10.1111/flan.12771
Emre Pshigusa
{"title":"Equity/heritage and globalized human capital discourses in Ohio's Seal of Biliteracy policy, promotional materials, and stakeholder perceptions","authors":"Emre Pshigusa","doi":"10.1111/flan.12771","DOIUrl":"10.1111/flan.12771","url":null,"abstract":"<p>This comparative case study explored the discourses in Ohio's Seal of Biliteracy (SoBL) policy and promotional materials, and the perceptions of stakeholders regarding its value and benefits in an urban, suburban, and rural district. In doing so, this study aimed to analyze the discourses adopted in the SoBL policy and promotional texts at the state level, and the perceptions of the stakeholders regarding its value and benefits. The findings revealed the dominance of globalized human capital (GHC) discourses in not only policy and promotional texts, but also in interviews. By adopting GHC discourses, both the promotional materials and the stakeholder interviews emphasized the marketability benefits of the SoBL, with little emphasis on linguistically minoritized students' home/heritage language maintenance as set forth in the original SoBL policy in California. The findings have implications for policy arbiters to ensure equitable and accessible policy implementation.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"593-611"},"PeriodicalIF":1.5,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141528841","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
Self-directed use of machine translation among language learners: Does it lead to disruptive L2 avoidance? 语言学习者自主使用机器翻译：它是否会导致对 L2 的破坏性回避？
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-06-27 DOI: 10.1111/flan.12768
Elisabet Titik Murtisari, Andreas Kukuh Kristianto, Gary Bonar
{"title":"Self-directed use of machine translation among language learners: Does it lead to disruptive L2 avoidance?","authors":"Elisabet Titik Murtisari,&nbsp;Andreas Kukuh Kristianto,&nbsp;Gary Bonar","doi":"10.1111/flan.12768","DOIUrl":"10.1111/flan.12768","url":null,"abstract":"<p>Rapid improvements in the capabilities of machine translation (MT) raise questions about possible increases in overreliance on MT among lower-proficiency or novice level language learners. This study investigated how such learners described their use of online MT for independent reading and writing tasks, and whether this included descriptions of second language (L2) avoidance behavior. We also explored learners' reasons for using MT and the perceived effects on their language learning. Findings from in-depth interviews with eight second-year tertiary language learners suggest that using MT could exceed desirable use among such learners in relation to the language learning objectives, resulting in language avoidance. Although MT helped them in completing language tasks, its effects were perceived to be detrimental toward their abilities to express themselves in the L2. As such, the use of MT may lead to purely superficial language learning in formal language programs. These findings suggest language educators need to consider instructional scaffolding in language programs for such learners and guidelines to assist their autonomous use of the tool.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1094-1114"},"PeriodicalIF":1.5,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141512932","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
An examination of an inclusive French immersion program and preschoolers' executive functioning skills 研究全纳法语沉浸式课程与学龄前儿童的执行功能技能
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-06-25 DOI: 10.1111/flan.12773
Michele Regalla, Hilal Peker, Marisa Macy
{"title":"An examination of an inclusive French immersion program and preschoolers' executive functioning skills","authors":"Michele Regalla,&nbsp;Hilal Peker,&nbsp;Marisa Macy","doi":"10.1111/flan.12773","DOIUrl":"10.1111/flan.12773","url":null,"abstract":"<p>This exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those without (typically developing). All students were assessed for L1, L2, and EF skills. The findings of this study indicate L1 and L2 development in both receptive and expressive skills. Furthermore, EF skills served as a predictor of L2 expressive and receptive language skills. The findings of this study align with prior research showing a relationship between language skills and EF while also providing support for the inclusion of special needs students in immersion programs. Implications of findings suggest additional research is needed on the role of EF skills in L2 development and revisiting requirements for entry into language programs.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"1000-1025"},"PeriodicalIF":1.5,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502251","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 Seal of Biliteracy as a recruitment tool in postsecondary language study 将 "两文 "印章作为中学后语言学习的招生工具
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-06-23 DOI: 10.1111/flan.12769
Janet Eckerson, Christopher Jacobs
{"title":"The Seal of Biliteracy as a recruitment tool in postsecondary language study","authors":"Janet Eckerson,&nbsp;Christopher Jacobs","doi":"10.1111/flan.12769","DOIUrl":"10.1111/flan.12769","url":null,"abstract":"<p>As state-level Seals of Biliteracy for high school graduates become more common, postsecondary language programs face questions about how to recognize this credential. While scholarship has examined the implementation of state Seals in secondary education, less attention has been paid to the role of postsecondary language programs in this new policy milieu. This study examined how receiving a Seal of Biliteracy might motivate students to study language(s) in college and the impact of awarding advanced placement and retroactive credit for the Seal. A survey of Seal of Biliteracy recipients (<i>n</i> = 61) in Nebraska and interviews with undergraduate students who received the award (<i>n</i> = 8) suggest that postsecondary language departments could leverage the Seal of Biliteracy to recruit students to language programs and likewise lend support to state implementation efforts. Findings point to the critical role academic credit policies play in making language study more attractive to Seal of Biliteracy recipients.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"654-674"},"PeriodicalIF":1.5,"publicationDate":"2024-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502252","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
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