The Modern Language Journal最新文献

Give you some color: Chinese language teachers’ encounters of race and racialization in American K–12 schools 给你一点颜色：美国 K-12 学校中文教师的种族和种族化遭遇

The Modern Language Journal Pub Date : 2024-05-02 DOI: 10.1111/modl.12922

Wenhao Diao, Yi Xu, Yang XIAO–DESAI

{"title":"Give you some color: Chinese language teachers’ encounters of race and racialization in American K–12 schools","authors":"Wenhao Diao, Yi Xu, Yang XIAO–DESAI","doi":"10.1111/modl.12922","DOIUrl":"https://doi.org/10.1111/modl.12922","url":null,"abstract":"This study investigates issues related to race and racialization among Chinese language teachers in US primary and secondary (K–12) schools. Although race is an increasingly important topic in the field of language education, the published research continues to be dominated by the teaching and learning of English as a second language. Set mostly in 2021, when there was a widespread surge of anti‐Asian violence, this mixed‐methods project directs our attention to the experience of Chinese language teachers in a particular moment. We focus on interviews and journal data collected from 27 Chinese teachers, who were selected as a representative sample from the 221 participants who completed our national survey. The themes that emerged in our data highlight the intersectionality among language, nation, ethnicity, and race in Chinese language teachers’ professional work. While some teachers reported racial hostility during the COVID‐19 crisis, others described language‐ and culture‐based exclusion as a part of their everyday struggle that predated the pandemic. Moreover, as the teachers described these challenges also as opportunities for racially inclusive language pedagogies, the findings here dovetail with the ongoing discussion on antiracist possibilities in and through language teaching.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"21 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141021971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects 美国留学校友的长期语言使用情况：活动类型和项目效果

The Modern Language Journal Pub Date : 2024-02-07 DOI: 10.1111/modl.12909

Jingyuan Zhuang, C. Kinginger

{"title":"Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects","authors":"Jingyuan Zhuang, C. Kinginger","doi":"10.1111/modl.12909","DOIUrl":"https://doi.org/10.1111/modl.12909","url":null,"abstract":"This article presents selected results from a large‐scale, mixed‐methods, federally funded investigation of US‐based language study‐abroad alumni of all ages, which included a nationwide survey (N = 4,899) followed by professional life history interviews with 54 participants. Here, we focus on three questions heretofore unaddressed: (a) How do these alumni continue to use their additional languages? (b) How is long‐term language use associated with various study‐abroad program features? and (c) How is the role of program features reflected in life history narratives? We found that 79% of participants use their languages in at least one of the activities listed on the survey, though this use is generally confined to informal, interactive tasks. Our examination of program features using multiple regression revealed that while all features were statistically significant predictors for long‐term language use, those involving engagement with local communities (e.g., close personal relationships) showed more relative importance. Contextualized with a sample of our qualitative data, findings from this study offer a macrolevel confirmation that local engagement during study abroad retains its significance for language use over the long term and provide implications for designing study‐abroad programs that involve language learning.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"9 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects 美国留学校友的长期语言使用情况：活动类型和项目效果

The Modern Language Journal Pub Date : 2024-02-07 DOI: 10.1111/modl.12909

Jingyuan Zhuang, C. Kinginger

{"title":"Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects","authors":"Jingyuan Zhuang, C. Kinginger","doi":"10.1111/modl.12909","DOIUrl":"https://doi.org/10.1111/modl.12909","url":null,"abstract":"This article presents selected results from a large‐scale, mixed‐methods, federally funded investigation of US‐based language study‐abroad alumni of all ages, which included a nationwide survey (N = 4,899) followed by professional life history interviews with 54 participants. Here, we focus on three questions heretofore unaddressed: (a) How do these alumni continue to use their additional languages? (b) How is long‐term language use associated with various study‐abroad program features? and (c) How is the role of program features reflected in life history narratives? We found that 79% of participants use their languages in at least one of the activities listed on the survey, though this use is generally confined to informal, interactive tasks. Our examination of program features using multiple regression revealed that while all features were statistically significant predictors for long‐term language use, those involving engagement with local communities (e.g., close personal relationships) showed more relative importance. Contextualized with a sample of our qualitative data, findings from this study offer a macrolevel confirmation that local engagement during study abroad retains its significance for language use over the long term and provide implications for designing study‐abroad programs that involve language learning.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

L2 English speaking syntactic complexity: Data preprocessing issues, reliability of automated analysis, and the effects of proficiency, L1 background, and topic L2 英语口语句法复杂性：数据预处理问题、自动分析的可靠性以及熟练程度、第一语言背景和话题的影响

The Modern Language Journal Pub Date : 2024-02-07 DOI: 10.1111/modl.12907

Minjin Kim, Xiaofei Lu

{"title":"L2 English speaking syntactic complexity: Data preprocessing issues, reliability of automated analysis, and the effects of proficiency, L1 background, and topic","authors":"Minjin Kim, Xiaofei Lu","doi":"10.1111/modl.12907","DOIUrl":"https://doi.org/10.1111/modl.12907","url":null,"abstract":"The effects of learner‐ and task‐related variables on second language (L2) writing syntactic complexity (SC) have been extensively investigated. However, previous research has rarely assessed the reliability of computational tools for analyzing the SC of L2 spoken production, and we know less about the effects of such variables on L2 speaking SC. Using data from the International Corpus Network of Asian Learners of English, this study explores data preprocessing issues for preparing L2 English speech samples for automated SC analysis, evaluates the reliability of L2 Syntactic Complexity Analyzer on preprocessed L2 English speech samples, and examines the effects of proficiency, first language (L1) background, and topic on L2 speaking SC. Our manual analysis of 30 random speech samples identified several issues that can be addressed through preprocessing to improve the accuracy of automated SC analysis. Results from multiple linear mixed‐effects models revealed significant effects of proficiency, L1 background, and topic on the mean length of clause, the number of complex AS‐units per AS‐unit, and the number of dependent clauses and complex nominals per clause in L2 learners’ spoken production. Our findings have useful implications for L2 speaking pedagogy and assessment as well as future L2 speaking SC research.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"53 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

L2 English speaking syntactic complexity: Data preprocessing issues, reliability of automated analysis, and the effects of proficiency, L1 background, and topic L2 英语口语句法复杂性：数据预处理问题、自动分析的可靠性以及熟练程度、第一语言背景和话题的影响

The Modern Language Journal Pub Date : 2024-02-07 DOI: 10.1111/modl.12907

Minjin Kim, Xiaofei Lu

{"title":"L2 English speaking syntactic complexity: Data preprocessing issues, reliability of automated analysis, and the effects of proficiency, L1 background, and topic","authors":"Minjin Kim, Xiaofei Lu","doi":"10.1111/modl.12907","DOIUrl":"https://doi.org/10.1111/modl.12907","url":null,"abstract":"The effects of learner‐ and task‐related variables on second language (L2) writing syntactic complexity (SC) have been extensively investigated. However, previous research has rarely assessed the reliability of computational tools for analyzing the SC of L2 spoken production, and we know less about the effects of such variables on L2 speaking SC. Using data from the International Corpus Network of Asian Learners of English, this study explores data preprocessing issues for preparing L2 English speech samples for automated SC analysis, evaluates the reliability of L2 Syntactic Complexity Analyzer on preprocessed L2 English speech samples, and examines the effects of proficiency, first language (L1) background, and topic on L2 speaking SC. Our manual analysis of 30 random speech samples identified several issues that can be addressed through preprocessing to improve the accuracy of automated SC analysis. Results from multiple linear mixed‐effects models revealed significant effects of proficiency, L1 background, and topic on the mean length of clause, the number of complex AS‐units per AS‐unit, and the number of dependent clauses and complex nominals per clause in L2 learners’ spoken production. Our findings have useful implications for L2 speaking pedagogy and assessment as well as future L2 speaking SC research.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"74 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students 在课程化的学校环境中驾驭相互竞争的语言目标：多语种学生教师的经验教训

The Modern Language Journal Pub Date : 2024-02-05 DOI: 10.1111/modl.12906

Amanda K. Kibler, M. Sandstead, Sara Wiger, Jane Weiss

{"title":"Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students","authors":"Amanda K. Kibler, M. Sandstead, Sara Wiger, Jane Weiss","doi":"10.1111/modl.12906","DOIUrl":"https://doi.org/10.1111/modl.12906","url":null,"abstract":"As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high‐stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students’ motivation, investment, and agency, suggesting that learners’ goals and purposes for communication are key drivers of language learning. A contradiction therefore exists in institutionalized language teaching: How can curricularized goals—that, by definition, are not created for individual students—be negotiated such that students’ own language goals and curricularized ones work together rather than in opposition? We take up recent calls for teacher‐informed research and use qualitative case‐study and constructivist grounded theory to synthesize insights from a set of US elementary teachers teaching in English‐medium classrooms. We engaged in an inquiry‐based professional development initiative with these teachers to explore how they address students’ purposes and goals for language use in the context of the curricularization that takes place in schools. Findings suggest a complex and interdependent set of instructional practices that form a possible pedagogical model that navigates expectations found in curricularized classroom settings with multilingual students.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139865137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students 在课程化的学校环境中驾驭相互竞争的语言目标：多语种学生教师的经验教训

The Modern Language Journal Pub Date : 2024-02-05 DOI: 10.1111/modl.12906

Amanda K. Kibler, M. Sandstead, Sara Wiger, Jane Weiss

{"title":"Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students","authors":"Amanda K. Kibler, M. Sandstead, Sara Wiger, Jane Weiss","doi":"10.1111/modl.12906","DOIUrl":"https://doi.org/10.1111/modl.12906","url":null,"abstract":"As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high‐stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students’ motivation, investment, and agency, suggesting that learners’ goals and purposes for communication are key drivers of language learning. A contradiction therefore exists in institutionalized language teaching: How can curricularized goals—that, by definition, are not created for individual students—be negotiated such that students’ own language goals and curricularized ones work together rather than in opposition? We take up recent calls for teacher‐informed research and use qualitative case‐study and constructivist grounded theory to synthesize insights from a set of US elementary teachers teaching in English‐medium classrooms. We engaged in an inquiry‐based professional development initiative with these teachers to explore how they address students’ purposes and goals for language use in the context of the curricularization that takes place in schools. Findings suggest a complex and interdependent set of instructional practices that form a possible pedagogical model that navigates expectations found in curricularized classroom settings with multilingual students.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emotion labor, investment, and volunteer teachers in heritage language education 遗产语言教育中的情感劳动、投资和志愿教师

The Modern Language Journal Pub Date : 2024-01-24 DOI: 10.1111/modl.12900

Asma Afreen, Bonny Norton

{"title":"Emotion labor, investment, and volunteer teachers in heritage language education","authors":"Asma Afreen, Bonny Norton","doi":"10.1111/modl.12900","DOIUrl":"https://doi.org/10.1111/modl.12900","url":null,"abstract":"Studies informed by poststructuralist theories of language have examined the relationship between language teachers’ emotion labor, identity, and agency. However, research has not yet explored the relationship between emotion labor and volunteer teaching, which is an important practice in language education. Our research seeks to address this gap, drawing on a 2‐year qualitative case study at the community‐based Vancouver Bangla School (VBS). With emotion labor and investment as the conceptual underpinnings, our study investigated how the VBS heritage language (HL) program structured the emotion labor of seven volunteer teachers, what the feeling rules associated with the VBS program were, and the extent to which volunteer teachers’ investment in HL education helped them manage their emotion labor. Data sources included participant classroom observations, field notes, focus group and interview transcripts, questionnaires, and educational resources, which were analyzed using reflexive thematic analysis. Findings indicate that the emotion labor of volunteer teachers was structured by the following characteristics of the VBS program: lack of funding, poor organizational structure and teacher recognition, challenges of online teaching, insufficient number of teachers, limited parental support, and lack of training. This emotion labor was associated with four feeling rules implicit in the VBS program: (a) be generous and caring, (b) be committed and dedicated, (c) be a good and efficient teacher, and (d) have limited expectations of the community. Findings suggest that teachers’ investment in Bangla as a mother tongue in multicultural Canada, and their investment in promoting the children's transcultural identities, was particularly powerful, and enabled the volunteer teachers to navigate and manage their emotion labor. The study suggests that an enhanced understanding of a language teacher's investment in a program, institution, or community might provide insight into the important relationship among desire, agency, and emotion labor.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"28 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Negotiating family language policy: Emotional experiences and playful language input in heritage language learning 协商家庭语言政策：遗产语言学习中的情感体验和游戏性语言输入

The Modern Language Journal Pub Date : 2024-01-24 DOI: 10.1111/modl.12897

Nermin Cantas

{"title":"Negotiating family language policy: Emotional experiences and playful language input in heritage language learning","authors":"Nermin Cantas","doi":"10.1111/modl.12897","DOIUrl":"https://doi.org/10.1111/modl.12897","url":null,"abstract":"Heritage language (HL) learning is often facilitated by consistent exposure to the HL in family language policy (FLP). However, when children develop a preference for the majority language, family members may negotiate their use of both languages to establish a stronger emotional bond with their children while providing rich HL input. This article presents a case study of a Czech–English‐speaking family in the Midwestern United States, focusing on the parents’ sporadic use of their HL during mainly English interactions with their 5‐ and 8‐year‐old children. Drawing on Vygotsky's concept of perezhivanie as the theoretical framework and considering emotions as cultural and discursive constructs, this article uses discourse analytic methods to examine emotions in the participants’ routine social interactions. The findings suggest that even though the parents’ use of English combined with sporadic HL input may seem counterproductive for the children's HL learning, it may still contribute to their HL development when the HL is used in child‐centric and playful ways. This study has pedagogical implications for understanding the value of playful HL input in promoting HL learning. Additionally, it proposes theoretical advancements in the study of emotions in second language acquisition (SLA) by demonstrating how Vygotsky's notion of perezhivanie can be utilized to investigate the role of emotions in second language learning.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students 遗产认同与原住民语言学习动机：台湾原住民高中生的案例

The Modern Language Journal Pub Date : 2024-01-24 DOI: 10.1111/modl.12894

Hung Tzu Huang, Hsin Yu Chan

{"title":"Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students","authors":"Hung Tzu Huang, Hsin Yu Chan","doi":"10.1111/modl.12894","DOIUrl":"https://doi.org/10.1111/modl.12894","url":null,"abstract":"This study responds to calls to reexamine the L2 motivational self system framework in order to understand motivations to learn languages other than English. Specifically, we explore Indigenous Taiwanese students’ heritage language learning motivation from a possible selves perspective. Following work on the rooted L2 self, the construct of the Indigenous heritage self is incorporated to capture the passion and conviction that motivates learners to maintain language use and revitalize cultural legacies. A nationwide questionnaire survey was administered to 293 indigenous Taiwanese high school students (aged 15–18). Exploratory factor analysis points to the need to include the Indigenous heritage self in an account of the motivation to learn endangered Indigenous languages. The composite elements of the Indigenous heritage self consist of goals focused on preserving the Indigenous language and cultures, as well as an emotional attachment to the heritage culture. Furthermore, multiple regression results show that learners’ Indigenous heritage self and ideal future self are significant contributors to motivational intensity and classroom engagement. Findings indicate that community‐based motivation is equally important as individual learners’ idealized future images in motivating Indigenous language learning. The article concludes by suggesting curriculum initiatives that incorporate motivational strategy instruction aimed at developing an ideal self for speaking the Indigenous language, bridging classroom content and the cultural immersive experiences that students have outside formal environments.","PeriodicalId":510718,"journal":{"name":"The Modern Language Journal","volume":"65 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3