Pub Date : 2023-09-25DOI: 10.1080/09658416.2023.2257601
Koen Van Gorp, Peter I. De Costa, Christina M. Ponzio, Hima Rawal, Lee Her, Mingzhu Deng
AbstractTo better prepare future teachers for an increasingly linguistically diverse student population, teacher education programs have integrated critical language awareness frameworks into their coursework. However, research on the influence of such coursework on teachers’ critical multilingual awareness is scarce. Given the importance of developing teachers’ critical multilingual language awareness (CMLA), this case study explores the impact of experience and course work on a novice language teacher educator and a pre-service teacher’s emerging CMLA at a large Midwestern U.S. university. It gauges teachers’ evolving awareness of the five CMLA domains (cognitive, social, affective, performance and power), with a particular focus on the power domain. Based on an iterative and recursive qualitative analysis of interview and course artifact data, this study shows that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. Furthermore, a deep understanding of the power domain of language builds on (1) an awareness of the other domains of CMLA—in particular the affective and social domains—and (2) the ways these domains impact English learners’ equitable access to educational opportunities.ABSTRACT (MANDARIN) 针对语言越发多元化的中小学学生群体, 教师教育项目致力于更好地培养职前教师, 因而开始在课程中融入与批判性语言意识相关的知识框架。然而, 目前研究很少涉足这类课程如何影响教师的批判性多语语言意识(CMLA)的发展。鉴于培养老师CMLA的重要性, 本文所描述的研究探索个人经历及课程内容对一名职前语言教师教育者以及一名职前教师的已萌芽的CMLA的影响。此研究的数据搜集于一所美国中西部大学的教师教育项目。本研究衡量了教师对CMLA五个维度(认知的, 社会的, 情感的, 表现的, 及权力的)的不断发展的认识, 且集中探讨权力这一维度。通过一系列对采访与课程资料数据的迭代的和递归的质化分析, 本研究展示了通过教师教育课程发展教师CMLA的可能性, 尤其是当课程内容与教师的个人经历建立关联。此外, 教师对语言的权力维度更深层次的认识建立于(1)对CMLA其他维度的认识, 尤其是情感和社会维度；(2)对这些维度如何影响英语学习者得到的教育公平和教育机会的认识。PLAIN LANGUAGE SUMMARYPre-service and in-service teachers often struggle to enact pedagogical practices that sustain the diverse languages that multilingual and multicultural learners bring into the classroom. This problem is amplified when the teachers are white monolingual, English-dominant speaking individuals with little experience working with minoritized students. To better understand how we might be better able to foster greater awareness of multilingual learners’ existing language resources, we traced the development of a pre-service teacher’s critical awareness of language alongside the support she received from a novice teacher educator. Drawing upon Prasad and Lory’s Domains of Critical Multilingual Language Awareness (CMLA) Framework for Teachers, which considers the overarching influence of power across five domains (cognitive, affective, social, performance and power), we explored (1) how both our participants interpreted power in an English language teacher education practicum course that focused on translanguaging, and (2) how power issues were manifested in the coursework. Our interview and course artifact data suggest that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. We
{"title":"The emergence of critical multilingual language awareness in teacher education: the role of experience and coursework","authors":"Koen Van Gorp, Peter I. De Costa, Christina M. Ponzio, Hima Rawal, Lee Her, Mingzhu Deng","doi":"10.1080/09658416.2023.2257601","DOIUrl":"https://doi.org/10.1080/09658416.2023.2257601","url":null,"abstract":"AbstractTo better prepare future teachers for an increasingly linguistically diverse student population, teacher education programs have integrated critical language awareness frameworks into their coursework. However, research on the influence of such coursework on teachers’ critical multilingual awareness is scarce. Given the importance of developing teachers’ critical multilingual language awareness (CMLA), this case study explores the impact of experience and course work on a novice language teacher educator and a pre-service teacher’s emerging CMLA at a large Midwestern U.S. university. It gauges teachers’ evolving awareness of the five CMLA domains (cognitive, social, affective, performance and power), with a particular focus on the power domain. Based on an iterative and recursive qualitative analysis of interview and course artifact data, this study shows that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. Furthermore, a deep understanding of the power domain of language builds on (1) an awareness of the other domains of CMLA—in particular the affective and social domains—and (2) the ways these domains impact English learners’ equitable access to educational opportunities.ABSTRACT (MANDARIN) 针对语言越发多元化的中小学学生群体, 教师教育项目致力于更好地培养职前教师, 因而开始在课程中融入与批判性语言意识相关的知识框架。然而, 目前研究很少涉足这类课程如何影响教师的批判性多语语言意识(CMLA)的发展。鉴于培养老师CMLA的重要性, 本文所描述的研究探索个人经历及课程内容对一名职前语言教师教育者以及一名职前教师的已萌芽的CMLA的影响。此研究的数据搜集于一所美国中西部大学的教师教育项目。本研究衡量了教师对CMLA五个维度(认知的, 社会的, 情感的, 表现的, 及权力的)的不断发展的认识, 且集中探讨权力这一维度。通过一系列对采访与课程资料数据的迭代的和递归的质化分析, 本研究展示了通过教师教育课程发展教师CMLA的可能性, 尤其是当课程内容与教师的个人经历建立关联。此外, 教师对语言的权力维度更深层次的认识建立于(1)对CMLA其他维度的认识, 尤其是情感和社会维度；(2)对这些维度如何影响英语学习者得到的教育公平和教育机会的认识。PLAIN LANGUAGE SUMMARYPre-service and in-service teachers often struggle to enact pedagogical practices that sustain the diverse languages that multilingual and multicultural learners bring into the classroom. This problem is amplified when the teachers are white monolingual, English-dominant speaking individuals with little experience working with minoritized students. To better understand how we might be better able to foster greater awareness of multilingual learners’ existing language resources, we traced the development of a pre-service teacher’s critical awareness of language alongside the support she received from a novice teacher educator. Drawing upon Prasad and Lory’s Domains of Critical Multilingual Language Awareness (CMLA) Framework for Teachers, which considers the overarching influence of power across five domains (cognitive, affective, social, performance and power), we explored (1) how both our participants interpreted power in an English language teacher education practicum course that focused on translanguaging, and (2) how power issues were manifested in the coursework. Our interview and course artifact data suggest that teachers are able to develop CMLA through coursework, especially if they are able to link it to personal experiences. We","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/09658416.2023.2256652
Veronico N. Tarrayo
AbstractIn recent decades, gender-fair language (GFL) has drawn considerable attention in educational settings. The field of English language teaching (ELT) likewise has contributed to this development, with gender issues receiving significant focus. The current study adds to this evolving conversation by investigating ELT practitioners’ perspectives on using the third-person singular pronoun they in academic writing (AW). This area has received little attention in the literature on gender diversity in ELT, particularly in restrictive and conservative societies such as the Philippines. Using a survey with 64 English language teachers from Philippine universities, 15 of whom participated in follow-up email interviews, the study explores what these teachers think about using singular they in AW. The study likewise examines the ways these teachers include the use of singular they in their AW teaching practice. The findings demonstrate that the teachers have positive views on using singular they in AW and, in fact, find it necessary for promoting gender inclusivity and equality. However, some teachers also report their own traditional, conservative knowledge and beliefs, and possible resistance from stakeholders as challenges that need to be faced when integrating singular they in AW as a component of GFL practice.ABSTRACT (FILIPINO)Sa nakalipas na mga dekada, ang ‘gender-fair language’ (GFL) ay nakakuha ng malaking atensyon sa mga espasyo ng pagtuturo. Nakapag-ambag din sa debelopment nito ang larang ng pagtuturo ng wikang Ingles o English language teaching (ELT), kung saan karamihan ay nagtuon sa isyu ng kasarian. Ang kasalukuyang pag-aaral ay paglahok sa nabanggit na yumayabong na talastasan, sa pamamagitan ng pagsiyasat sa perspektiba ng mga praktisyoner ng ELT sa paggamit ng panghalip pang-isahan na nasa ikatlong panauhan na they sa akademikong pagsulat o ‘academic writing’ (AW). Batay sa mga literatura hinggil sa ‘gender diversity’ sa ELT, kakaunti pa ang nagsagawa ng pag-aaral sa erya na ito, partikular na sa mga mahihigpit at konserbatibong lipunan tulad ng Pilipinas. Sa pagsasagawa ng sarbey sa 64 na guro ng wikang Ingles mula sa mga unibersidad sa Pilipinas, kung saan 15 sa kanila ay lumahok sa follow-up na interbyu sa email, sinisiyasat ng pag-aaral kung ano ang pagtingin ng mga guro sa paggamit ng pang-isahang they sa AW. Sinusuri din sa pag-aaral ang pamamaraan ng mga guro sa kung paano isinasama sa pagtuturo ng AW ang paggamit ng pang-isahang they. Natuklasan sa pag-aaral na mayroong positibong pananaw ang mga guro sa paggamit ng pang-isahang they sa AW at, sa katunayan, nakita nila ang pangangailangan nito sa pagsusulong ng ‘gender inclusivity’ at ‘equality.’ Gayunman, ilan sa mga guro ay ibinahagi rin ang kanilang sariling tradisyonal, konserbatibong kaalaman at mga paniniwala, at ang posibilidad ng resistans mula sa mga stakeholder bilang hamon na kailangan harapin kapag isinama ang pang-isahang they sa AW bilang bahagi ng praktika n
摘要近几十年来，性别公平语言在教育领域引起了相当大的关注。英语教学领域也同样促进了这一发展，性别问题受到了极大的关注。当前的研究通过调查英语教学从业者在学术写作中使用第三人称单数代词they的观点，增加了这一不断发展的对话。这一领域在关于英语教学中性别多样性的文献中很少受到关注，特别是在菲律宾等限制和保守的社会。通过对来自菲律宾大学的64位英语教师的调查，其中15位参加了后续的电子邮件访谈，该研究探讨了这些教师对在英语中使用单数they的看法。该研究还考察了这些教师在其AW教学实践中使用单数they的方式。调查结果表明，教师对在英语教学中使用单数they持积极态度，事实上，他们认为这对促进性别包容和平等是必要的。然而，一些教师也报告说，他们自己的传统、保守的知识和信仰，以及利益相关者可能的抵制，是在将单数they作为GFL实践的组成部分整合到AW时需要面对的挑战。摘要(菲律宾)“性别公平语言”(gender-fair language, GFL)是一种“性别公平语言”(gender-fair language, GFL)。Nakapag-ambag在英语语言教学(ELT)的发展中发挥着重要的作用，在英语教学(ELT)中发挥着重要的作用。Ang kasalukuyang pag-aaral ay paglahok sa nabanggit na yumayabong na talastasan, sa pamamagitan ng pagsiyasat sa perspektiba ng mga praktisyoner ng ELT . paggamit ng panghalip pang-isahan na nasa ikatlong panauhan na他们说akademikong pagsulat '学术写作' (AW)。Batay将“性别多样性”定义为“性别多样性”，kakaunti pa ang nagsagawa ng pag-aaral sa erya na ito，特别是在konserbatibong lipunan和菲律宾语中定义为“性别多样性”。在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾，菲律宾人在菲律宾。Sinusuri din sa pag-aaral ang pamamaraan和mga guro sa kung paano isinasama sa pagtuturo和awang paggamit - pag- ishang他们。Natuklasan sa pag-aaral na mayroong positibong pananaw ang mga guro sa paggamit ng pang-isahang他们说AW at, sa katunayan, nakita nila ang pangangailangan nito sa pagsusulong是“性别包容”，是“平等”。' Gayunman, ilan sa mga guro ay ibinahagi in ang kanilang saring传统，konserbatibong kaalaman at mga paniniwala，在任何可能的抵抗者中，mula sa mga利益相关者bilang hamon na kailangan harapin kapag isama ang pangi - ishang他们说AW bilang bahagi ng praktika ng GFL。在过去的几十年里，性别公平语言(GFL)引起了学校的兴趣，关于性别公平语言的使用问题在英语教学中得到了强调。本研究调查了英语教学教师在学术写作(AW)中使用第三人称单数代词的观点，这一领域在文献中很少受到关注，特别是在菲律宾等保守国家。目前的研究特别关注这些教师对在AW中使用单数they的看法，以及他们如何将其纳入AW教学实践。研究结果表明，教师倾向于在英语教学中使用单数they，以促进性别平等和包容性。然而，当将单数they作为GFL实践的一部分引入AW时，一些教师认为他们自己保守的知识和价值观以及利益相关者的抵制是障碍。关键词:英语教学性别教育性别公平语言性别与发展披露声明作者未报告潜在的利益冲突。这篇文章已经获得了开放材料的开放科学中心徽章，这些材料可以在https://www.iris-database.org/details/qa1EN-ecrHv上公开获取
{"title":"Using the third-person singular pronoun <i>they</i> in academic writing: perspectives from English language teachers in Philippine universities","authors":"Veronico N. Tarrayo","doi":"10.1080/09658416.2023.2256652","DOIUrl":"https://doi.org/10.1080/09658416.2023.2256652","url":null,"abstract":"AbstractIn recent decades, gender-fair language (GFL) has drawn considerable attention in educational settings. The field of English language teaching (ELT) likewise has contributed to this development, with gender issues receiving significant focus. The current study adds to this evolving conversation by investigating ELT practitioners’ perspectives on using the third-person singular pronoun they in academic writing (AW). This area has received little attention in the literature on gender diversity in ELT, particularly in restrictive and conservative societies such as the Philippines. Using a survey with 64 English language teachers from Philippine universities, 15 of whom participated in follow-up email interviews, the study explores what these teachers think about using singular they in AW. The study likewise examines the ways these teachers include the use of singular they in their AW teaching practice. The findings demonstrate that the teachers have positive views on using singular they in AW and, in fact, find it necessary for promoting gender inclusivity and equality. However, some teachers also report their own traditional, conservative knowledge and beliefs, and possible resistance from stakeholders as challenges that need to be faced when integrating singular they in AW as a component of GFL practice.ABSTRACT (FILIPINO)Sa nakalipas na mga dekada, ang ‘gender-fair language’ (GFL) ay nakakuha ng malaking atensyon sa mga espasyo ng pagtuturo. Nakapag-ambag din sa debelopment nito ang larang ng pagtuturo ng wikang Ingles o English language teaching (ELT), kung saan karamihan ay nagtuon sa isyu ng kasarian. Ang kasalukuyang pag-aaral ay paglahok sa nabanggit na yumayabong na talastasan, sa pamamagitan ng pagsiyasat sa perspektiba ng mga praktisyoner ng ELT sa paggamit ng panghalip pang-isahan na nasa ikatlong panauhan na they sa akademikong pagsulat o ‘academic writing’ (AW). Batay sa mga literatura hinggil sa ‘gender diversity’ sa ELT, kakaunti pa ang nagsagawa ng pag-aaral sa erya na ito, partikular na sa mga mahihigpit at konserbatibong lipunan tulad ng Pilipinas. Sa pagsasagawa ng sarbey sa 64 na guro ng wikang Ingles mula sa mga unibersidad sa Pilipinas, kung saan 15 sa kanila ay lumahok sa follow-up na interbyu sa email, sinisiyasat ng pag-aaral kung ano ang pagtingin ng mga guro sa paggamit ng pang-isahang they sa AW. Sinusuri din sa pag-aaral ang pamamaraan ng mga guro sa kung paano isinasama sa pagtuturo ng AW ang paggamit ng pang-isahang they. Natuklasan sa pag-aaral na mayroong positibong pananaw ang mga guro sa paggamit ng pang-isahang they sa AW at, sa katunayan, nakita nila ang pangangailangan nito sa pagsusulong ng ‘gender inclusivity’ at ‘equality.’ Gayunman, ilan sa mga guro ay ibinahagi rin ang kanilang sariling tradisyonal, konserbatibong kaalaman at mga paniniwala, at ang posibilidad ng resistans mula sa mga stakeholder bilang hamon na kailangan harapin kapag isinama ang pang-isahang they sa AW bilang bahagi ng praktika n","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1080/09658416.2023.2244882
C. Finkbeiner, Madeleine Olson, Wiebke Sophie Ost, Miri Shonfeld
{"title":"Language awareness and cultural awareness in international online cooperation: a mixed-method approach","authors":"C. Finkbeiner, Madeleine Olson, Wiebke Sophie Ost, Miri Shonfeld","doi":"10.1080/09658416.2023.2244882","DOIUrl":"https://doi.org/10.1080/09658416.2023.2244882","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46310635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-30DOI: 10.1080/09658416.2023.2236015
C. Nguyen, Anh T. Ton-Nu
{"title":"Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia","authors":"C. Nguyen, Anh T. Ton-Nu","doi":"10.1080/09658416.2023.2236015","DOIUrl":"https://doi.org/10.1080/09658416.2023.2236015","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43369309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1080/09658416.2023.2234824
P. He, Angel M. Y. Lin
{"title":"Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems","authors":"P. He, Angel M. Y. Lin","doi":"10.1080/09658416.2023.2234824","DOIUrl":"https://doi.org/10.1080/09658416.2023.2234824","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-19DOI: 10.1080/09658416.2023.2236025
Michiko Weinmann, R. Neilsen, Carolina Cabezas Benalcázar
08:30-09:00 “Whatdoyoumeanhowcanyousaythat”: Language awareness in Salman Rushdie’s Midnight Children Juan Li (USA) The effect of pre-task practice on task performance: A proof-of-concept study Majid Nikouee (Canada) Raising sociolinguistic principles awareness for reading comprehension purposes Yliana Rodriguez (Uruguay) What’s App with you, public relations students? A study of interaction and intercultural communication in CLIL classes Marcelo Concário (Brazil) Raising the awareness and lowering the barriers: A case study of language awareness in neurodiversity Andrea C. Valente (Canada)
{"title":"Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times","authors":"Michiko Weinmann, R. Neilsen, Carolina Cabezas Benalcázar","doi":"10.1080/09658416.2023.2236025","DOIUrl":"https://doi.org/10.1080/09658416.2023.2236025","url":null,"abstract":"08:30-09:00 “Whatdoyoumeanhowcanyousaythat”: Language awareness in Salman Rushdie’s Midnight Children Juan Li (USA) The effect of pre-task practice on task performance: A proof-of-concept study Majid Nikouee (Canada) Raising sociolinguistic principles awareness for reading comprehension purposes Yliana Rodriguez (Uruguay) What’s App with you, public relations students? A study of interaction and intercultural communication in CLIL classes Marcelo Concário (Brazil) Raising the awareness and lowering the barriers: A case study of language awareness in neurodiversity Andrea C. Valente (Canada)","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42631845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-18DOI: 10.1080/09658416.2023.2234288
Alice Chik, S. Melo-Pfeifer
{"title":"Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers","authors":"Alice Chik, S. Melo-Pfeifer","doi":"10.1080/09658416.2023.2234288","DOIUrl":"https://doi.org/10.1080/09658416.2023.2234288","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-12DOI: 10.1080/09658416.2023.2227559
Ron I. Thomson, Tracey M. Derwing, M. Munro
{"title":"How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study","authors":"Ron I. Thomson, Tracey M. Derwing, M. Munro","doi":"10.1080/09658416.2023.2227559","DOIUrl":"https://doi.org/10.1080/09658416.2023.2227559","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.1080/09658416.2023.2228196
M. Martínez, Leesa Clarke, Lorna G. Hamilton, Christopher J. Hall
{"title":"Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar","authors":"M. Martínez, Leesa Clarke, Lorna G. Hamilton, Christopher J. Hall","doi":"10.1080/09658416.2023.2228196","DOIUrl":"https://doi.org/10.1080/09658416.2023.2228196","url":null,"abstract":"","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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