{"title":"A translanguager's take on a synergy‐driven SLA/T","authors":"Josh Prada","doi":"10.1111/modl.12974","DOIUrl":"https://doi.org/10.1111/modl.12974","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451424","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}
Masatoshi Sato, Steven L. Thorne, Marije Michel, Theodora Alexopoulou, John Hellermann
With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspectives on how to conduct research, we are united on two fronts: First, we believe that researchers with differing theoretical commitments can and should work together to advance L2 research. Second, differing theoretical beliefs are potentially of limited relevance to those who will implement our pedagogical suggestions, that is, practitioners. In this article, we first present our individual perspectives regarding L2 learning and teaching (Perspective 1 by Michel and Sato, Perspective 2 by Alexopoulou, and Perspective 3 by Thorne and Hellermann). In the final section of the article, we unite our voices by prioritizing the educational practices upon which we agree, including the fact that all L2 learners bring their individual backgrounds into the classroom, the necessity of L2 use for L2 learning, and the role of L2 education for people's overall quality of life.
{"title":"Language, people, classrooms, world: Blending disparate theories for united language education practices","authors":"Masatoshi Sato, Steven L. Thorne, Marije Michel, Theodora Alexopoulou, John Hellermann","doi":"10.1111/modl.12976","DOIUrl":"https://doi.org/10.1111/modl.12976","url":null,"abstract":"With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspectives on how to conduct research, we are united on two fronts: First, we believe that researchers with differing theoretical commitments can and should work together to advance L2 research. Second, differing theoretical beliefs are potentially of limited relevance to those who will implement our pedagogical suggestions, that is, practitioners. In this article, we first present our individual perspectives regarding L2 learning and teaching (Perspective 1 by Michel and Sato, Perspective 2 by Alexopoulou, and Perspective 3 by Thorne and Hellermann). In the final section of the article, we unite our voices by prioritizing the educational practices upon which we agree, including the fact that all L2 learners bring their individual backgrounds into the classroom, the necessity of L2 use for L2 learning, and the role of L2 education for people's overall quality of life.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452322","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":"Navigating complexity: A critical perspective on language assessment in SLA/T","authors":"Anastasia Drackert","doi":"10.1111/modl.12978","DOIUrl":"https://doi.org/10.1111/modl.12978","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451429","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":"Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A commentary","authors":"Bimali Indrarathne","doi":"10.1111/modl.12971","DOIUrl":"https://doi.org/10.1111/modl.12971","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143452345","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":"Synergies extended","authors":"Tetyana Smotrova","doi":"10.1111/modl.12980","DOIUrl":"https://doi.org/10.1111/modl.12980","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143451428","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}
The construct of identity has been widely debated among social theorists, as previous understandings of identity have given way to new conceptualizations that consider the important impact of social contextual and material factors. In light of this, it is clear that our theories of identity construction require heightened consideration of the dynamicity of such social and material factors, as do our analytical frameworks. This article compares different theoretical frameworks and heuristics that researchers have used to document and explore identity construction in terms of their analytic potential and how they have been used to shape scholarship related to language teacher identity. Following each of these descriptions, I identify areas where the use of a single theoretical and analytical framework may fall short of providing a more nuanced and comprehensive understanding of identity construction. In doing so, I echo and bolster previous arguments for complementary, multilayered, and integrated identity models that may prove most useful for future research in language teacher identity construction, and which can contribute broadly to language‐centered and sociomaterial identity inquiry across academic disciplines.
{"title":"Conceptualizing identity construction in language teacher education","authors":"Darren K. LaScotte","doi":"10.1111/modl.12984","DOIUrl":"https://doi.org/10.1111/modl.12984","url":null,"abstract":"The construct of identity has been widely debated among social theorists, as previous understandings of identity have given way to new conceptualizations that consider the important impact of social contextual and material factors. In light of this, it is clear that our theories of identity construction require heightened consideration of the dynamicity of such social and material factors, as do our analytical frameworks. This article compares different theoretical frameworks and heuristics that researchers have used to document and explore identity construction in terms of their analytic potential and how they have been used to shape scholarship related to language teacher identity. Following each of these descriptions, I identify areas where the use of a single theoretical and analytical framework may fall short of providing a more nuanced and comprehensive understanding of identity construction. In doing so, I echo and bolster previous arguments for complementary, multilayered, and integrated identity models that may prove most useful for future research in language teacher identity construction, and which can contribute broadly to language‐centered and sociomaterial identity inquiry across academic disciplines.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143417174","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}
Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhancing the accessibility of findings by using percentages. This reproducible study (https://rnorouzian.github.io/m/p.html) employed a 3M approach and used the (M)UTOS framework to examine the effect of note‐taking on learning through exposure to L2 input. Retrieving 55 effect sizes from 27 studies, the 3M approach found that there was at least a 63% likelihood for note‐taking treatments to produce a meaningfully positive benefit (≥0.2 gain on the effect‐size scale) on learning outcomes and revealed that the type of note‐taking treatment, measurement type, input mode, and learners’ proficiency levels were particularly influential.
{"title":"Increasing meta‐analytic quality: A multivariate multilevel meta‐analysis of note‐taking through exposure to L2 input","authors":"Reza Norouzian, Zhouhan Jin, Stuart Webb","doi":"10.1111/modl.12985","DOIUrl":"https://doi.org/10.1111/modl.12985","url":null,"abstract":"Meta‐analytic studies of second language (L2) learning typically employ a classic approach to meta‐analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta‐analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological differences confounding the effectiveness of interventions, (c) differences in research designs, and (d) enhancing the accessibility of findings by using percentages. This reproducible study (<jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" xlink:href=\"https://rnorouzian.github.io/m/p.html\">https://rnorouzian.github.io/m/p.html</jats:ext-link>) employed a 3M approach and used the (M)UTOS framework to examine the effect of note‐taking on learning through exposure to L2 input. Retrieving 55 effect sizes from 27 studies, the 3M approach found that there was at least a 63% likelihood for note‐taking treatments to produce a meaningfully positive benefit (≥0.2 gain on the effect‐size scale) on learning outcomes and revealed that the type of note‐taking treatment, measurement type, input mode, and learners’ proficiency levels were particularly influential.","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143393452","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, 109, 2","authors":"","doi":"10.1111/modl.12993","DOIUrl":"https://doi.org/10.1111/modl.12993","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143393453","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":"Congratulations to the NFMLTA/MLJ Award and Grant Recipients","authors":"","doi":"10.1111/modl.12992","DOIUrl":"https://doi.org/10.1111/modl.12992","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143385368","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":"Issue Information ‐ Copyright Page","authors":"","doi":"10.1111/modl.12970","DOIUrl":"https://doi.org/10.1111/modl.12970","url":null,"abstract":"","PeriodicalId":42049,"journal":{"name":"JOURNAL OF THE MIDWEST MODERN LANGUAGE ASSOCIATION","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789862","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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