{"title":"The National Federation of Modern Language Teachers Associations (NFMLTA) announces next co‐editors of The Modern Language Journal (MLJ)","authors":"Anne Nerenz","doi":"10.1111/modl.13009","DOIUrl":"https://doi.org/10.1111/modl.13009","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193073","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":"#Reloading language programs","authors":"Susan Coetzee‐Van Rooy","doi":"10.1111/modl.13005","DOIUrl":"https://doi.org/10.1111/modl.13005","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144104546","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":"Global geopolitics, migration, and language education in the United States","authors":"Junko Mori","doi":"10.1111/modl.13004","DOIUrl":"https://doi.org/10.1111/modl.13004","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144104533","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":"Reconsidering languages learning: The interface of ideology, policy, and curricular and pedagogical practice","authors":"Angela Scarino, Michelle Kohler","doi":"10.1111/modl.13006","DOIUrl":"https://doi.org/10.1111/modl.13006","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144104619","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}
Amy S. Thompson, Cynthia Chalupa, Sandra Stjepanovic
{"title":"The canary in coal country: Educational policy, politics, and the dissolution of a language department","authors":"Amy S. Thompson, Cynthia Chalupa, Sandra Stjepanovic","doi":"10.1111/modl.13002","DOIUrl":"https://doi.org/10.1111/modl.13002","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144104545","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":"What should we demand of socially responsible language education policy?","authors":"Ursula Lanvers","doi":"10.1111/modl.13000","DOIUrl":"https://doi.org/10.1111/modl.13000","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144104620","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}
Domestic immersion (DI) is an effective context for postsecondary language learning, given that DI's instructor‐curated environments promote meaningful second language use while providing abundant support for learners. However, DI is at present understudied within second language acquisition research, especially when compared to its more well‐known counterpart of study abroad (SA). This review focuses on DI in postsecondary contexts within the United States, tracing DI's sociohistorical evolutions to and through the current body of research. Next, a narrative review synthesizes results from the modest but growing body of studies within DI. Finally, salient findings from the narrative review are considered within DI's sociohistorical context to arrive at four main priorities for future DI research, including: (a) a focus on DI outside of comparisons with SA, (b) (re)consideration of measurement techniques for oral proficiency, (c) expanded inquiry into DI experiences that interface with Spanish‐speaking communities, and (d) program‐level research into how DI programs can best serve postsecondary language learners.
{"title":"Domestic immersion in postsecondary language education: Review and research agenda","authors":"Kara Moranski","doi":"10.1111/modl.12995","DOIUrl":"https://doi.org/10.1111/modl.12995","url":null,"abstract":"Domestic immersion (DI) is an effective context for postsecondary language learning, given that DI's instructor‐curated environments promote meaningful second language use while providing abundant support for learners. However, DI is at present understudied within second language acquisition research, especially when compared to its more well‐known counterpart of study abroad (SA). This review focuses on DI in postsecondary contexts within the United States, tracing DI's sociohistorical evolutions to and through the current body of research. Next, a narrative review synthesizes results from the modest but growing body of studies within DI. Finally, salient findings from the narrative review are considered within DI's sociohistorical context to arrive at four main priorities for future DI research, including: (a) a focus on DI outside of comparisons with SA, (b) (re)consideration of measurement techniques for oral proficiency, (c) expanded inquiry into DI experiences that interface with Spanish‐speaking communities, and (d) program‐level research into how DI programs can best serve postsecondary language learners.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096860","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}
Guided by Foucault's concept of “discursive formations,” the study reported here draws on primary archival and secondary source material to examine how French has been discursively shaped in England and in relation to English. Unpacking sociohistorical constructions of sameness–difference offers a productive frame to explore ideological positionings in new, interdisciplinary ways that have thus far been underdeveloped in applied linguistics. The study historicizes attitudes to French in England from the 16th century, a time characterized by the coupling of language and nation that has echoed down the ages voiced as received wisdom. While French remained the dominant European vernacular during the early modern period, French in England was increasingly framed as a threat against increasingly nationalist, patriarchal models of language, whereby mythologizing histories positioned French as florid and effete in opposition to plain, manly Saxon English. Not only were boys and girls encouraged to learn different versions of French (different content and different skills) but racialized philology also sought to expunge the etymologically French fabric from English. Learning foreign languages, even the adoption of loan terms, was fraught with the risk of pretentiously identifying too strongly with the other and of disidentifying with home and nation.
{"title":"Why “Real men don't speak French”: Deconstructing cultural attitudes to a language by historicizing their discursive formations","authors":"Simon Coffey","doi":"10.1111/modl.12999","DOIUrl":"https://doi.org/10.1111/modl.12999","url":null,"abstract":"Guided by Foucault's concept of “discursive formations,” the study reported here draws on primary archival and secondary source material to examine how French has been discursively shaped in England and in relation to English. Unpacking sociohistorical constructions of sameness–difference offers a productive frame to explore ideological positionings in new, interdisciplinary ways that have thus far been underdeveloped in applied linguistics. The study historicizes attitudes to French in England from the 16th century, a time characterized by the coupling of language and nation that has echoed down the ages voiced as received wisdom. While French remained the dominant European vernacular during the early modern period, French in England was increasingly framed as a threat against increasingly nationalist, patriarchal models of language, whereby mythologizing histories positioned French as florid and effete in opposition to plain, manly Saxon English. Not only were boys and girls encouraged to learn different versions of French (different content and different skills) but racialized philology also sought to expunge the etymologically French fabric from English. Learning foreign languages, even the adoption of loan terms, was fraught with the risk of pretentiously identifying too strongly with the other and of disidentifying with home and nation.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096856","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}
Many scholars have identified teacher education (TE) as a crucial site for strengthening the research–practice interface. Much of this work has focused on formal TE opportunities, English‐language instructors, or university‐level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout their careers. This mixed‐method study explores how K–12 world language practitioners (N = 57) engage with and perceive L2 research in continuing professional development (CPD). Following a sequential, explanatory design, the study draws on questionnaire and interview data to explore how CPD contributes to these practitioners’ research engagement. Descriptive statistics revealed that participants are highly involved in CPD. However, only a third of their CPD activities featured research. While practitioners expressed favorable impressions of research, qualitative analysis uncovered contradictions between their conceptions of its purpose. Together, findings suggest that initiatives to strengthen the researcher–practitioner interface which would be met positively here, provided they do not impose time or financial burdens and align with practitioners’ professional goals. Given participants’ regular attendance, CPD emerged as a crucial site for those aspiring to strengthen research–practice connections. Implications for stakeholders who conduct classroom‐based research, lead CPD, or facilitate practitioner partnerships are discussed.
{"title":"Research engagement among K–12 world language teachers: The role of continuing professional development","authors":"Caitlyn Allen Pineault","doi":"10.1111/modl.12996","DOIUrl":"https://doi.org/10.1111/modl.12996","url":null,"abstract":"Many scholars have identified teacher education (TE) as a crucial site for strengthening the research–practice interface. Much of this work has focused on formal TE opportunities, English‐language instructors, or university‐level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout their careers. This mixed‐method study explores how K–12 world language practitioners (<jats:italic>N</jats:italic> = 57) engage with and perceive L2 research in continuing professional development (CPD). Following a sequential, explanatory design, the study draws on questionnaire and interview data to explore how CPD contributes to these practitioners’ research engagement. Descriptive statistics revealed that participants are highly involved in CPD. However, only a third of their CPD activities featured research. While practitioners expressed favorable impressions of research, qualitative analysis uncovered contradictions between their conceptions of its purpose. Together, findings suggest that initiatives to strengthen the researcher–practitioner interface which would be met positively here, provided they do not impose time or financial burdens and align with practitioners’ professional goals. Given participants’ regular attendance, CPD emerged as a crucial site for those aspiring to strengthen research–practice connections. Implications for stakeholders who conduct classroom‐based research, lead CPD, or facilitate practitioner partnerships are discussed.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066781","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}
Study abroad (SA) is touted for providing language learners with regular exposure to a second language (L2) in naturalistic settings. However, few studies have examined how interaction occurs in situ. This study analyzed 13 hours of naturalistic dyadic conversations self‐recorded by 15 US‐based undergraduate sojourners studying abroad for one semester in Spain. Conversations were analyzed for interaction metrics previously posited as relevant to L2 acquisition in SA: speaking time, negotiation of meaning, lexical assistance, and corrective feedback. The study then analyzed how these variables were conditioned by interlocutor identity (host family [HF] member, local native speaker [NS] peer, and nonnative speaker [NNS] peer), relationship quality (emotional proximity, interaction frequency), and sojourner L2 proficiency. Results show that sojourners produce by far the most output in interaction with NNS peers while receiving significantly more corrective feedback from—and negotiating for meaning more frequently with—HF members and NS peers. Interaction variables were not conditioned by emotional proximity but were significantly affected by frequency of contact. L2 proficiency exerted a significant influence on interaction with HF members and NS peers, but not NNS peers. Results highlight the diversity of interaction types available to sojourners and the distinct role each plays in L2 development.
{"title":"Conversations abroad: The effect of interlocutor type, relationship quality, and L2 proficiency on interaction in naturalistic settings","authors":"Tripp Strawbridge","doi":"10.1111/modl.12997","DOIUrl":"https://doi.org/10.1111/modl.12997","url":null,"abstract":"Study abroad (SA) is touted for providing language learners with regular exposure to a second language (L2) in naturalistic settings. However, few studies have examined how interaction occurs in situ. This study analyzed 13 hours of naturalistic dyadic conversations self‐recorded by 15 US‐based undergraduate sojourners studying abroad for one semester in Spain. Conversations were analyzed for interaction metrics previously posited as relevant to L2 acquisition in SA: speaking time, negotiation of meaning, lexical assistance, and corrective feedback. The study then analyzed how these variables were conditioned by interlocutor identity (host family [HF] member, local native speaker [NS] peer, and nonnative speaker [NNS] peer), relationship quality (emotional proximity, interaction frequency), and sojourner L2 proficiency. Results show that sojourners produce by far the most output in interaction with NNS peers while receiving significantly more corrective feedback from—and negotiating for meaning more frequently with—HF members and NS peers. Interaction variables were not conditioned by emotional proximity but were significantly affected by frequency of contact. L2 proficiency exerted a significant influence on interaction with HF members and NS peers, but not NNS peers. Results highlight the diversity of interaction types available to sojourners and the distinct role each plays in L2 development.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067132","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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