This exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research question, How does pedagogical translation influence reading comprehension in a mixed HL‐L2 secondary Spanish classroom is addressed in this work. Findings indicated that through a pedagogical translation activity, heritage language learners (HLLs) and second language learners (L2Ls) demonstrated metalinguistic awareness and vocabulary learning, which are indicators of reading comprehension. Differing HLL and L2L learning approaches during the activities are discussed, followed by pedagogical and research implications.
{"title":"Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms","authors":"Sarah Albrecht","doi":"10.1111/flan.12780","DOIUrl":"https://doi.org/10.1111/flan.12780","url":null,"abstract":"This exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)‐second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL‐L2 secondary Spanish classrooms at a suburban high school in the southwestern United States. The research question, <jats:italic>How does pedagogical translation influence reading comprehension in a mixed HL‐L2 secondary Spanish classroom</jats:italic> is addressed in this work<jats:italic>.</jats:italic> Findings indicated that through a pedagogical translation activity, heritage language learners (HLLs) and second language learners (L2Ls) demonstrated metalinguistic awareness and vocabulary learning, which are indicators of reading comprehension. Differing HLL and L2L learning approaches during the activities are discussed, followed by pedagogical and research implications.","PeriodicalId":501534,"journal":{"name":"Foreign Language Annals ","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142254428","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}
This study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.
{"title":"Explaining the penetrating role of technology in online foreign language learning achievement","authors":"Fangwei Huang, Haijing Zhang","doi":"10.1111/flan.12781","DOIUrl":"https://doi.org/10.1111/flan.12781","url":null,"abstract":"This study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.","PeriodicalId":501534,"journal":{"name":"Foreign Language Annals ","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203320","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}
Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Tatiana Zamora, Tami Girsky
Seven cohorts of students (N = 258) who completed a K‐5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and English Language Arts test scores, high school grade point average (GPA), language class enrollment, Advanced Placement (AP™) Spanish scores, and receipt of the Biliteracy Attainment Award. Results showed that SI graduates generally continued with Spanish language classes up through advanced levels and received high grades. They had similar middle school Smarter Balanced Assessment Consortium scores and high school GPAs as their non‐SI comparison group. There were no significant differences between SI and non‐SI students for each year on three different social emotional learning (SEL) outcomes (emotion regulation, growth mindset, and school belonging). Overall, results suggest that a K‐5 SI program can lead to positive academic and language outcomes without negative impacts on SEL.
在加利福尼亚州郊区的一个学区，有七批学生（258 人）完成了幼儿园至五年级的西班牙语沉浸式（SI）课程，我们对这些学生进行了初中和高中的纵向跟踪，以了解他们在学业、语言和社会情感方面的成果。学业和语言成果包括西班牙语课程和成绩、数学和英语语言艺术标准化考试成绩、高中平均学分绩点（GPA）、语言班入学率、大学先修课程（AP™）西班牙语成绩以及获得 "两文达标奖"。结果显示，特殊教育学校的毕业生一般都会继续学习西班牙语课程，直至达到高级水平，并获得较高的成绩。他们的初中斯玛特平衡评估联盟（Smarter Balanced Assessment Consortium）成绩和高中平均学分绩点（GPA）与非 SI 对比组相似。在三个不同的社会情感学习（SEL）结果（情绪调节、成长心态和学校归属感）上，SI 学生和非 SI 学生每年都没有明显差异。总之，研究结果表明，幼儿园至五年级的 SI 课程可以带来积极的学业和语言成果，而不会对 SEL 产生负面影响。
{"title":"Longitudinal academic, language, and social emotional learning outcomes of graduates of a one‐way Spanish Immersion program","authors":"Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Tatiana Zamora, Tami Girsky","doi":"10.1111/flan.12782","DOIUrl":"https://doi.org/10.1111/flan.12782","url":null,"abstract":"Seven cohorts of students (<jats:italic>N</jats:italic> = 258) who completed a K‐5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and English Language Arts test scores, high school grade point average (GPA), language class enrollment, Advanced Placement (AP™) Spanish scores, and receipt of the Biliteracy Attainment Award. Results showed that SI graduates generally continued with Spanish language classes up through advanced levels and received high grades. They had similar middle school Smarter Balanced Assessment Consortium scores and high school GPAs as their non‐SI comparison group. There were no significant differences between SI and non‐SI students for each year on three different social emotional learning (SEL) outcomes (emotion regulation, growth mindset, and school belonging). Overall, results suggest that a K‐5 SI program can lead to positive academic and language outcomes without negative impacts on SEL.","PeriodicalId":501534,"journal":{"name":"Foreign Language Annals ","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203195","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}
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