In recent years, critical applied linguists have increasingly prioritized uncovering and reckoning with language ideologies in language teaching and learning. Additionally, US‐based studies have documented various language ideologies in heritage and nonheritage language textbooks and departments. However, little work exists on the ideological foundations of instructional materials for training language instructors. Previous research shows that instructors in the United States often feel underprepared to teach heritage language learners (HLLs) because of how world language teacher education typically prioritizes nonheritage learners and separates these student populations. Using critical discourse analysis, this study systematically analyzes how HLLs are positioned in three popular textbooks (as determined by a nationwide faculty survey) used in US university‐level methodology courses for language teacher training. The findings reveal three recurring ideologies surrounding HLLs across the textbooks: (a) ideology of authenticity (e.g., HLLs are not associated with authentic speakers and contexts), (b) ideology of presumed target learner population (e.g., HLLs are typically erased or designated as a special case), and (c) ideology of a standard language (e.g., local and HLL language varieties are excluded and/or stigmatized). Implications for instructor training and classroom practices are discussed, such as the incorporation of critical language awareness and evidence‐based sociolinguistic information.
{"title":"The ideological positioning of heritage language learners: A critical discourse analysis of world language teacher preparation textbooks","authors":"Katharine E. Burns, Tracy Quan","doi":"10.1111/modl.70008","DOIUrl":"https://doi.org/10.1111/modl.70008","url":null,"abstract":"In recent years, critical applied linguists have increasingly prioritized uncovering and reckoning with language ideologies in language teaching and learning. Additionally, US‐based studies have documented various language ideologies in heritage and nonheritage language textbooks and departments. However, little work exists on the ideological foundations of instructional materials for training language instructors. Previous research shows that instructors in the United States often feel underprepared to teach heritage language learners (HLLs) because of how world language teacher education typically prioritizes nonheritage learners and separates these student populations. Using critical discourse analysis, this study systematically analyzes how HLLs are positioned in three popular textbooks (as determined by a nationwide faculty survey) used in US university‐level methodology courses for language teacher training. The findings reveal three recurring ideologies surrounding HLLs across the textbooks: (a) ideology of authenticity (e.g., HLLs are not associated with authentic speakers and contexts), (b) ideology of presumed target learner population (e.g., HLLs are typically erased or designated as a special case), and (c) ideology of a standard language (e.g., local and HLL language varieties are excluded and/or stigmatized). Implications for instructor training and classroom practices are discussed, such as the incorporation of critical language awareness and evidence‐based sociolinguistic information.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"65 123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145396780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self‐report surveys are widely used in applied linguistics. Nevertheless, insufficient effort responding—often stemming from a lack of motivation from participants—can compromise survey data quality and distort research findings. This study investigated insufficient effort responding through an online survey assessing second language (L2) teachers’ assessment literacy, employing multiple methods to identify insufficient effort responding: an attention‐check item, self‐reported engagement, response time, and the post hoc index lz . Results indicated that 1.9% to 26.4% of participants exhibited signs of insufficient effort responding, depending on the method used. Insufficient effort responding distorted sample distributions by inflating means and standard deviations and negatively impacted scale reliability and model fit, both of which improved after removing flagged responses. Additionally, insufficient effort responding was less prevalent among older participants, and participants who perceived the survey as “intriguing” or “valuable” reported higher engagement. Furthermore, completing the survey as a favor for friends encouraged participants to put more effort into their responses. Our findings highlight the importance of addressing insufficient effort responding in survey‐based studies. Practical guidelines are provided for improving survey design and administration, emphasizing strategies to prevent and identify insufficient effort responding, thereby enhancing the reliability and validity of self‐report measures in applied linguistics research.
{"title":"Quiet threat: Insufficient effort responding in applied linguistics and its impact","authors":"Melissa Dan Wang, Xiaoli Su, Icy Lee","doi":"10.1111/modl.70000","DOIUrl":"https://doi.org/10.1111/modl.70000","url":null,"abstract":"Self‐report surveys are widely used in applied linguistics. Nevertheless, insufficient effort responding—often stemming from a lack of motivation from participants—can compromise survey data quality and distort research findings. This study investigated insufficient effort responding through an online survey assessing second language (L2) teachers’ assessment literacy, employing multiple methods to identify insufficient effort responding: an attention‐check item, self‐reported engagement, response time, and the post hoc index <jats:italic>lz</jats:italic> . Results indicated that 1.9% to 26.4% of participants exhibited signs of insufficient effort responding, depending on the method used. Insufficient effort responding distorted sample distributions by inflating means and standard deviations and negatively impacted scale reliability and model fit, both of which improved after removing flagged responses. Additionally, insufficient effort responding was less prevalent among older participants, and participants who perceived the survey as “intriguing” or “valuable” reported higher engagement. Furthermore, completing the survey as a favor for friends encouraged participants to put more effort into their responses. Our findings highlight the importance of addressing insufficient effort responding in survey‐based studies. Practical guidelines are provided for improving survey design and administration, emphasizing strategies to prevent and identify insufficient effort responding, thereby enhancing the reliability and validity of self‐report measures in applied linguistics research.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Forthcoming in The Modern Language Journal, 110 (Supplement)","authors":"","doi":"10.1111/modl.70016","DOIUrl":"https://doi.org/10.1111/modl.70016","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145396784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Call for papers in a special thematic collection of The Modern Language Journal","authors":"Ali Al‐Hoorie, Phil Hiver","doi":"10.1111/modl.70005","DOIUrl":"https://doi.org/10.1111/modl.70005","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145396783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In second language (L2) research, aptitude is typically viewed as a multicomponential, cognitive construct. Yet we know that L2 learning is influenced by multiple learner individual differences (IDs) besides cognitive abilities and that these IDs interact. In this article, we consider the affordances and implications of working toward a broader theory of language aptitude. Inspired by the theory of aptitude complexes, we examine the joint functioning of cognitive, affective, conative, and contextual processes in L2 learning. We conducted a large, exploratory study of aptitude with 544 learners of L2 Dutch. We used exploratory graph analysis to estimate a partial correlation network of 25 variables, combined with a community detection algorithm to identify communities of closely related variables. Results showed five communities of aptitude variables: cognitive abilities, proficiency and use, motivation and effort, self‐beliefs and emotion, and pro‐social behaviors. Learners with higher levels of multilingualism and less external pressure to learn Dutch made more L2 gains. Results also showed that L2 use and attitudes toward the Dutch community had an effect on L2 gains, via proficiency level and length of residence. Our findings fit with the theoretical framework and highlight the importance of working toward a multivariate, integrative theory of language aptitude.
{"title":"Aptitude complexes: Expanding our view of language aptitude","authors":"Lani Freeborn, Sible Andringa, Judith Rispens","doi":"10.1111/modl.70002","DOIUrl":"https://doi.org/10.1111/modl.70002","url":null,"abstract":"In second language (L2) research, aptitude is typically viewed as a multicomponential, cognitive construct. Yet we know that L2 learning is influenced by multiple learner individual differences (IDs) besides cognitive abilities and that these IDs interact. In this article, we consider the affordances and implications of working toward a broader theory of language aptitude. Inspired by the theory of aptitude complexes, we examine the joint functioning of cognitive, affective, conative, and contextual processes in L2 learning. We conducted a large, exploratory study of aptitude with 544 learners of L2 Dutch. We used exploratory graph analysis to estimate a partial correlation network of 25 variables, combined with a community detection algorithm to identify communities of closely related variables. Results showed five communities of aptitude variables: cognitive abilities, proficiency and use, motivation and effort, self‐beliefs and emotion, and pro‐social behaviors. Learners with higher levels of multilingualism and less external pressure to learn Dutch made more L2 gains. Results also showed that L2 use and attitudes toward the Dutch community had an effect on L2 gains, via proficiency level and length of residence. Our findings fit with the theoretical framework and highlight the importance of working toward a multivariate, integrative theory of language aptitude.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"110 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of people from diverse backgrounds, perpetuate colonial oppression of Indigenous peoples, and undermine our relationality and respect for land and environment. While decolonial and antiracist approaches envision the construction of more just societies and human relations, some caveats need to be addressed and overcome. These include the tendency to conflate decoloniality with social justice, which leads to neglecting the ongoing colonial oppression experienced by Indigenous people; scholars’ complicity with the neoliberal pressure and competition that exacerbate the theory–practice gap; the misconception that North American justice discourse is universal; and injudicious participation in cancel culture as an exclusive approach to promoting a social justice agenda. We advocate for more open, contextual, and restorative practice by centering the intertwined synergy of teacher identity and critical reflexivity in teacher education and, simultaneously, demanding that our institutions take equal responsibility for transformation.
{"title":"Decolonial and antiracist teacher education practice: Challenges and alternatives","authors":"Ryuko Kubota, Suhanthie Motha","doi":"10.1111/modl.13015","DOIUrl":"https://doi.org/10.1111/modl.13015","url":null,"abstract":"Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of people from diverse backgrounds, perpetuate colonial oppression of Indigenous peoples, and undermine our relationality and respect for land and environment. While decolonial and antiracist approaches envision the construction of more just societies and human relations, some caveats need to be addressed and overcome. These include the tendency to conflate decoloniality with social justice, which leads to neglecting the ongoing colonial oppression experienced by Indigenous people; scholars’ complicity with the neoliberal pressure and competition that exacerbate the theory–practice gap; the misconception that North American justice discourse is universal; and injudicious participation in cancel culture as an exclusive approach to promoting a social justice agenda. We advocate for more open, contextual, and restorative practice by centering the intertwined synergy of teacher identity and critical reflexivity in teacher education and, simultaneously, demanding that our institutions take equal responsibility for transformation.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article first provides a quick overview of language education in the context of colonialism and epistemicide, summarizing some of the roles that different approaches to language education and language teacher education have taken within those systems. It then briefly describes the theoretical foundations of critical reflection for transformative learning and its potential application as both analytical and pedagogical tools in teacher education before commenting on each article in this special issue in relation to its unique contribution to the development of transformative language teacher education through the engagement with stages in the cycle of critical reflection for transformative learning. It ends with notes toward a framework of critical reflection for transformative praxis in the context of decolonizing language teacher education for the ultimate goal of ontoepistemic freedom and pluralism.
{"title":"Critical reflection for transformative praxis in decolonizing language teacher education: Toward ontoepistemic freedom and pluralism","authors":"Katrina Liu","doi":"10.1111/modl.13018","DOIUrl":"https://doi.org/10.1111/modl.13018","url":null,"abstract":"This article first provides a quick overview of language education in the context of colonialism and epistemicide, summarizing some of the roles that different approaches to language education and language teacher education have taken within those systems. It then briefly describes the theoretical foundations of critical reflection for transformative learning and its potential application as both analytical and pedagogical tools in teacher education before commenting on each article in this special issue in relation to its unique contribution to the development of transformative language teacher education through the engagement with stages in the cycle of critical reflection for transformative learning. It ends with notes toward a framework of critical reflection for transformative praxis in the context of decolonizing language teacher education for the ultimate goal of ontoepistemic freedom and pluralism.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This introduction to the special issue situates critical reflection as a central praxis for decolonizing language teacher education (LTE). Against the backdrop of persistent colonial, racial, and neoliberal injustices in global educational systems, we propose a critical reflection framework as an organizing structure through which to examine and disrupt dominant pedagogical paradigms in LTE. We clarify the nuanced distinctions and interconnections among decolonial, antiracist, and critical pedagogies, and articulate a vision of LTE that foregrounds Indigenous sovereignty, epistemic plurality, and relational transformation. The articles in this issue reflect a diversity of theoretical and methodological orientations but share a collective commitment to praxis‐oriented, collaborative, and contextually grounded approaches to research and teaching. We argue that decolonial LTE requires not only critical awareness but also sustained, recursive cycles of reflection and action—rooted in community engagement and onto‐epistemic responsibility. This special issue offers tools, models, and provocations for language teacher educators seeking to engage in such transformative work.
{"title":"Introducing the special issue. Critical reflections on colonial pedagogies: Lessons learned for language teacher education","authors":"Michele Back, Romina Peña‐Pincheira, Daniela Silva","doi":"10.1111/modl.13014","DOIUrl":"https://doi.org/10.1111/modl.13014","url":null,"abstract":"This introduction to the special issue situates critical reflection as a central praxis for decolonizing language teacher education (LTE). Against the backdrop of persistent colonial, racial, and neoliberal injustices in global educational systems, we propose a critical reflection framework as an organizing structure through which to examine and disrupt dominant pedagogical paradigms in LTE. We clarify the nuanced distinctions and interconnections among decolonial, antiracist, and critical pedagogies, and articulate a vision of LTE that foregrounds Indigenous sovereignty, epistemic plurality, and relational transformation. The articles in this issue reflect a diversity of theoretical and methodological orientations but share a collective commitment to praxis‐oriented, collaborative, and contextually grounded approaches to research and teaching. We argue that decolonial LTE requires not only critical awareness but also sustained, recursive cycles of reflection and action—rooted in community engagement and onto‐epistemic responsibility. This special issue offers tools, models, and provocations for language teacher educators seeking to engage in such transformative work.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Romina Stephanie Peña‐Pincheira, Alexandra Allweiss
This article explores the coloniality of language from decolonial feminist and critical ecological linguistic frameworks, centering and building on the notion of conquistador–settler grammars. Through moments in our research in Chile, Guatemala, and the United States, we analyze the multiple ways conquistador–settler grammars are embedded in language (teacher) education and enact violence and erasure. In particular, through the cycles of critical reflection, we focus on curricular, ecological, and generational refusals in schooling and language teacher education (LTE) as they presented themselves across geographic spaces and moments in our research and embodied experiences and practices. In Chile, we discuss the use, reproduction, and futurity of coloniality through nation–state symbols, religious rituals, and rote memory native‐speakerism. In Guatemala, we share how Maya Chuj students and educators navigated, took up, and resisted persistent policies and practices of Indigenous language bracketing and erasure. We connect these moments and lessons to our roles and experience as teacher educators in the United States. Overall, we trace the colonial entanglements and conquistador–settler grammars that are made visible when we look at LTE geographically and ecologically and center “otherwise” possibilities and decolonial feminist frameworks and (re)imaginings for LTE.
{"title":"Conquistador–settler grammars: Borders and boundaries of the colonial geographies of language","authors":"Romina Stephanie Peña‐Pincheira, Alexandra Allweiss","doi":"10.1111/modl.13019","DOIUrl":"https://doi.org/10.1111/modl.13019","url":null,"abstract":"This article explores the coloniality of language from decolonial feminist and critical ecological linguistic frameworks, centering and building on the notion of conquistador–settler grammars. Through moments in our research in Chile, Guatemala, and the United States, we analyze the multiple ways conquistador–settler grammars are embedded in language (teacher) education and enact violence and erasure. In particular, through the cycles of critical reflection, we focus on curricular, ecological, and generational refusals in schooling and language teacher education (LTE) as they presented themselves across geographic spaces and moments in our research and embodied experiences and practices. In Chile, we discuss the use, reproduction, and futurity of coloniality through nation–state symbols, religious rituals, and rote memory native‐speakerism. In Guatemala, we share how Maya Chuj students and educators navigated, took up, and resisted persistent policies and practices of Indigenous language bracketing and erasure. We connect these moments and lessons to our roles and experience as teacher educators in the United States. Overall, we trace the colonial entanglements and conquistador–settler grammars that are made visible when we look at LTE geographically and ecologically and center “otherwise” possibilities and decolonial feminist frameworks and (re)imaginings for LTE.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines critical language‐related events (CLREs) experienced by 28 teacher candidates (TCs) from various content areas at a US Hispanic‐serving institution, employing a critical reflection framework. Through narrative inquiry, it examines how these events shape TCs’ worldviews and behaviors about language use, language learning, and language teaching. The research identifies six main types of CLREs, with language discrimination and translation being the most common. These events primarily occur in educational and work contexts, affecting monolingual and multilingual TCs differently. The study reveals that such experiences often prompt language advocacy among multilingual TCs and increase language awareness among monolingual TCs. The findings highlight the need for language teacher education to address CLREs and support linguistically diverse TCs. By incorporating critical reflection on CLREs, teacher educators can equip future teachers to navigate the complexities of multilingual classrooms and challenge existing language ideologies. The study recommends further research on how TCs implement transformative practices based on their experiences with CLREs, as well as how LTE can effectively support this process.
{"title":"Monolingual and multilingual teacher candidates: A critical language‐related events analysis","authors":"Daniela Silva","doi":"10.1111/modl.13021","DOIUrl":"https://doi.org/10.1111/modl.13021","url":null,"abstract":"This study examines critical language‐related events (CLREs) experienced by 28 teacher candidates (TCs) from various content areas at a US Hispanic‐serving institution, employing a critical reflection framework. Through narrative inquiry, it examines how these events shape TCs’ worldviews and behaviors about language use, language learning, and language teaching. The research identifies six main types of CLREs, with language discrimination and translation being the most common. These events primarily occur in educational and work contexts, affecting monolingual and multilingual TCs differently. The study reveals that such experiences often prompt language advocacy among multilingual TCs and increase language awareness among monolingual TCs. The findings highlight the need for language teacher education to address CLREs and support linguistically diverse TCs. By incorporating critical reflection on CLREs, teacher educators can equip future teachers to navigate the complexities of multilingual classrooms and challenge existing language ideologies. The study recommends further research on how TCs implement transformative practices based on their experiences with CLREs, as well as how LTE can effectively support this process.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144792261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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