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Patterns of integrating the Seal of Biliteracy into the school context 将 "两文印章 "融入学校环境的模式
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-04-26 DOI: 10.1111/flan.12760
Pamela M. Wesely, Bing Gao
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引用次数: 0
The creative abilities of preservice world language educators 职前世界语言教育工作者的创新能力
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-04-25 DOI: 10.1111/flan.12757
Anne Cummings Hlas, Christopher S. Hlas
{"title":"The creative abilities of preservice world language educators","authors":"Anne Cummings Hlas,&nbsp;Christopher S. Hlas","doi":"10.1111/flan.12757","DOIUrl":"10.1111/flan.12757","url":null,"abstract":"<p>A creative approach to teaching can factor into a long-lasting professional career and has the potential to attract passionate newcomers to the field of education. When creativity is valued, teachers can use these abilities to meaningfully design instruction, to create a vibrant learning environment, and to support student self-confidence. For these reasons, this study used the Torrance Tests of Creative Thinking as well as interview data to examine creative profiles within teacher education. Using a checklist of 13 possible creative strengths, world language (<i>n</i> = 32) criterion-referenced scores indicated distinct creative abilities among participants. Findings resulted in six domain-specific creative abilities: depicting movement or action, extending or breaking boundaries, storytelling articulation, emotional expressiveness, humor, and expressiveness of titles, as prominent strengths of preservice language educators. In this study, creativity is explored as a transformative factor with potential for teacher retention and recruitment.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"747-768"},"PeriodicalIF":1.5,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140798279","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
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":"57 3","pages":"675-697"},"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
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 1.5 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,&nbsp;Shuai Li","doi":"10.1111/flan.12759","DOIUrl":"10.1111/flan.12759","url":null,"abstract":"<p>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.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"962-980"},"PeriodicalIF":1.5,"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
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":"57 2","pages":"288-310"},"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":"57 1","pages":"1-2"},"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":"57 1","pages":"5-7"},"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":"57 2","pages":"311-338"},"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":"57 1","pages":"8-9"},"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":"57 3","pages":"634-653"},"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
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