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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 : 2024-06-16 DOI: 10.1111/flan.12694
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引用次数: 0
Imagining Black futures in world language education 想象世界语言教育中的黑人未来
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-06-04 DOI: 10.1111/flan.12767
L. J. Randolph Jr.
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引用次数: 0
Centering positionality in Foreign Language Annals: Toward reflexive praxis in research and publication 以《外语年鉴》中的立场为中心：在研究和出版中实现反思性实践
IF 2.7 1区 文学
Foreign Language Annals Pub Date : 2024-05-27 DOI: 10.1111/flan.12766
Francis J. Troyan, Kristin J. Davin
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引用次数: 0
The speaking proficiency outcomes of face-to-face and online intensive summer LCTL programs 面对面和在线密集夏季LCTL课程的口语能力结果
IF 1.5 1区 文学
Foreign Language Annals Pub Date : 2024-04-28 DOI: 10.1111/flan.12758
Dianna Murphy, Sonya K. Sedivy
{"title":"The speaking proficiency outcomes of face-to-face and online intensive summer LCTL programs","authors":"Dianna Murphy,&nbsp;Sonya K. Sedivy","doi":"10.1111/flan.12758","DOIUrl":"https://doi.org/10.1111/flan.12758","url":null,"abstract":"<p>This article is the first large-scale study to document the speaking proficiency outcomes of intensive programs in less commonly taught languages in US higher education. Speaking proficiency was measured by pre- and postprogram ACTFL Oral Proficiency Interviews (<i>N</i> = 484) in 14 languages: Arabic, Bengali, Brazilian Portuguese, Hindi, Indonesian, Kazakh, Persian, Tamil, Thai, Tibetan, Turkish, Urdu, Uyghur, and Uzbek. The intensive programs are usually taught face-to-face but were offered fully online during the COVID-19 pandemic. No significant difference in speaking proficiency outcomes, as measured by the ACTFL OPI, was found between the face-to-face and online formats. Students at all levels of instruction made significant gains in speaking proficiency, with greater gains made by students in Level 1 than at Levels 2-3, and with wide variation within instructional levels. The average speaking proficiency outcomes were Advanced Low (Level 3), Intermediate High (Level 2), and between Intermediate Low and Intermediate Mid (Level 1).</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 4","pages":"872-899"},"PeriodicalIF":1.5,"publicationDate":"2024-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869111","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
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
{"title":"Patterns of integrating the Seal of Biliteracy into the school context","authors":"Pamela M. Wesely,&nbsp;Bing Gao","doi":"10.1111/flan.12760","DOIUrl":"10.1111/flan.12760","url":null,"abstract":"<p>The Seal of Biliteracy (SoBL) is a high school graduation credential that recognizes US students in their final year of high school who have demonstrated proficiency in English and at least one other language. SoBL implementation has been shown in many contexts to be governed by local policy arbiters, who interpret the state policy to provide access to the SoBL to students. Additionally, scholars have suggested that the discourse surrounding the SoBL has been permeated with neoliberal logic that prioritizes individual success and economic advantage. This study investigates how these themes play out in the implementation of the SoBL in 16 schools across Iowa, diverse in size, location, and student linguistic profiles. Findings indicate that the implementation of the SoBL was influenced by the local context and local policy arbiters, and how the SoBL, in turn, influenced the arbiters' perspectives and practices related to language learners and language instruction.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"57 3","pages":"612-633"},"PeriodicalIF":1.5,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140798214","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
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
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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
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引用次数: 0
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