刊讯｜SSCI 期刊《外语年鉴》2021年第3期

 Foreign Language Annals 

Volume 54, 2021

    Foreign Language Annals（SSCI一区，2020 IF: 2.067）2021年第3期共发文14篇。文章涉及教师的语言意识形态、学习者的语言意识形态、语言教师对包容的态度、跨文化服务学习、社区服务学习、移民背景下多文化接触区的多元化配置等主题。

目录

■Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design by Francis John Troyan, Nicole King, Ahmed Bramli Pages: 567-588

■Language ideologies among Japanese foreign language teachers: Keigo and L2 speakers by Jae DiBello Takeuchi Pages: 589-606

■ Consequential choices: A language ideological perspective on learners' (non-)adoption of a dialectal variant by Devin Grammon Pages: 607-625

■ The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom by Uju Anya Pages: 626-646

■Multimodality and translanguaging in negotiation of meaning by Laia Canals Pages: 647-670

■ Iowa World Language teachers’ attitudes regarding inclusion by Ann DeVault Pages: 671-689

■ College-level placement for heritage language learners by Jingjing Ji Pages: 690-713

■ A process tracing study of the dynamic patterns of boredom in an online L3 course of German during COVID-19 pandemic by Elham Yazdanmehr, Majid Elahi Shirvan, Khatereh Saghafi Pages: 714-739

■Barriers toward equity: Recognizing biliteracy of all students in Minnesota by Pierre Gaspard de Galbert, Eve Woogen Pages: 740-752

■“Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens by Marialuisa Di Stefano, Abelardo Almazán-Vázquez, William Yepes-Amaya, Emma Razifard Britton Pages: 753-775

■Teaching intercultural citizenship through intercultural service learning in world language education by Amelia Barili, Michael Byram Pages: 776-799

■Developing students' solidarity disposition: A case for translation in community-based service-learning by Isabelle Drewelow, Xabier Granja Ibarreche Pages: 800-822

■Summer study abroad in Japan: Maximizing intercultural competency development through self-guided cultural exploration and reflection tasks by Makiko Fukuda, Katsuo Nishikawa Chávez Pages: 823-846

■Internationalism, migration, and education: Pluralistic disposition in multilingual and multicultural contact zones—Turkish Republic of Northern Cyprus by Buse Sakallı, Naciye Kunt Pages: 847-871

摘要

Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design

Francis John Troyan, Nicole King, Ahmed Bramli

Abstract Framed within the discussions of the knowledge base for language immersion teachers, this article presents a qualitative case study of a first-year Grade 2 French immersion teacher's enactment of his systemic functional linguistic (SFL) knowledge to position his students in a culturally sustaining genre pedagogy. We examined interactive events and interview data to understand how Ahmed deployed his SFL knowledge base to position four African American students in classroom interactions as they deconstructed and reconstructed focal genres in this second-grade French immersion classroom. Our findings revealed that Ahmed positioned his students in three ways: as an inclusive classroom community, as readers and writers, and as language analysts. Likewise, the students took up roles as genre analysts, active language users, and engaged community members. The findings also demonstrated that Ahmed selectively deployed his linguistic resources in varieties of French and English to connect with his students, create community with them, and achieve his instructional goals within a translanguaging space (e.g., Tian, 2021; Wei, 2011). These findings point to the potential of SFL and translanguaging pedagogy as a flexible and dynamic knowledge base for enacting culturally sustaining immersion education.

Language ideologies among Japanese foreign language teachers: Keigo and L2 speakers

Jae DiBello Takeuchi

Abstract 

This study reports findings of a survey about keigo, Japanese honorifics, and L2-Japanese speakers; survey respondents were teachers of Japanese as a foreign language (JFL). Researchers have studied keigo ideologies within Japanese society and documented approaches to keigo instruction and learners' efforts to master or resist keigo. However, researchers have not studied teachers' beliefs about keigo and neither the impact of keigo ideologies on classroom practice nor teachers' views of students as legitimate Japanese speakers have been studied. The survey examines JFL teachers' beliefs about keigo, approaches to teaching keigo, and beliefs about keigo's relevance for L2 speakers. Conducted within a qualitative framework, analysis of thematic coding and descriptive statistics demonstrate that respondents report different standards for L2 speakers that convey implicit native-speaker bias. Findings underscore the importance of foreign language teachers reflecting on language ideologies that affect classroom practices and advocating for L2 speaker legitimacy.

Consequential choices: A language ideological perspective on learners' (non-)adoption of a dialectal variant

Devin Grammon

Abstract This article employs a language ideological framework to explore how particular language attitudes and beliefs shaped one group of U.S. students' choices to avoid producing a dialectal variant, Castilian Spanish [θ], in the context of an undergraduate Spanish pronunciation class. An analysis of ethnographic data points to the significance of three common beliefs that frame the appropriate use of [θ] in idealized monolingual terms that are incongruous with a U.S. national identity. The instructor mobilized these beliefs at key moments to establish normative expectations that discouraged learners from producing [θ]. Students also alluded to these beliefs and the consequences of being unable to use [θ] appropriately to explain their decisions to eschew this variant following the class. These findings suggest that language attitudes and beliefs shape learners' choices to adopt dialectal variants in production as an effect of language ideologies on the L2 development of phonology and sociolinguistic competence.

The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom

HOLGER HOPP AND DIETER THOMA

Abstract Portuguese language students in the United States typically also speak Spanish, and Portuguese programs, influenced by ideologies of linguistic purism, ceaselessly battle against its interference. This article describes a qualitative study of the treatment of Spanish utterances—called taquitos by participants—in a beginner-level Portuguese class. It presents the classroom as a space of language socialization where students are apprenticed into a culture of strict language separation that demonstrates our field's monolingual bias. Microanalysis of videorecorded classes shows how error correction practices socialize students into upholding monolingual immersion through constant vigilance and mobilization against taquitos. Gaze, body orientation, and gestures as attention markers reveal a taquito hot seat that marginalizes and places Spanish-speaking students in intense negative focus for not producing Portuguese in “uncontaminated” forms. Given the harm such practices may cause, the article urges the field to examine our rigid insistence upon artificial classroom monolingual immersion and promote flexible, strategic translanguaging for more effective world language pedagogy.

Multimodality and translanguaging in negotiation of meaning

Laia Canals

Abstract The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language-related episodes (LREs) involving meaning negotiation. The oral tasks carried out using synchronous video-based computer-mediated communication were part of a tandem virtual exchange (Spain, Canada). The participants, 18 dyads of English and Spanish college-level learners, conducted three oral interaction tasks in pairs online. LREs were identified and transcribed and data were analyzed quantitatively and qualitatively, including all instances of translanguaging and uses of multiple modes of meaning-making. Quantitative data revealed that translanguaging involved not only English and Spanish, but also other shared languages and occurred mostly during meaning negotiation. Additionally, the use of multimodal elements, including gestures, postures, gaze, multiple digital and physical devices (mobile devices, computers, props, notes) was examined. Qualitative data analyses revealed the interplay between multimodality and learners’ multilingual repertoires which reinforced and complemented meaning-making during these episodes.

Iowa World Language teachers’ attitudes regarding inclusion

Ann DeVault

Abstract This mixed-methods study investigates the attitudes of middle and high school World Language (WL) teachers in Iowa regarding teaching students with disabilities (SWDs) as well as factors that relate to these attitudes. The study uses data from surveys of 41 Iowa WL teachers and semistructured interviews with eight. Survey data were analyzed using descriptive and inferential statistics and interview data were analyzed using thematic analysis. These findings were then combined for mixed methods analysis of WL teachers’ attitudes toward teaching SWDs and factors related to differences in attitudes. Findings suggested middle and high school WL teachers in Iowa had positive attitudes toward the inclusion of SWDs in their classes, but there were nuances to this support. Several factors were found to relate to participants’ attitudes, including their perceptions of the usefulness of their preservice and in-service training, the level of administrative support, and the structure of the WL program.

College-level placement for heritage language learners

Jingjing Ji

Abstract The accuracy of placement results undoubtedly affects students' subsequent learning achievements in language programs. Although there has been a growing body of studies in the field of heritage language (HL) education, research on HL placement remains scarce, and little is known about the most appropriate and effective ways to place heritage language learners (HLLs). This article synthesizes and qualitatively analyzes the types of common practices and principles that college-level language programs in the United States have adopted to place HLLs. A total of 752 peer-reviewed journal articles published from 2000 to 2019 were retrieved from three databases, and 16 articles were included for the final content analysis. Three recurring themes, (1) the definitions of HLLs, (2) HL placement methods focusing on biographical questionnaires and locally designed placement tests, and (3) logistics, are identified in the review. This article discusses the current knowledge in these three areas and unpacks the implications for future HL placement design and implementation.

A process tracing study of the dynamic patterns of boredom in an online L3 course of German during COVID-19 pandemic

Elham Yazdanmehr, Majid Elahi Shirvan, Khatereh Saghafi

Abstract Motivated by the present dominance of online education worldwide during the COVID-19 pandemic, the present study employed a process-tracing approach to explore the causal mechanisms of boredom in an online L3 learning. The present case study was done on an adult learner of German and analyzed her accounts of experiencing boredom throughout a whole semester, 13 sessions in length. The trajectory of boredom throughout the course showed that the beginning of the course was the most boring though the learner continued to experience boredom until the end of the semester. Among the theoretical explanations of boredom, under-stimulation, low perceived control over tasks and attention deficit were found to be the most dominant until the end of the course. Among the nontheoretical explanations of boredom, user-unfriendly requirements of online learning prevailed mostly in the beginning of the course until the middle but they were found to be less influential in the end of the course. The process tracing approach showed to be effective in unpacking the black box of the causal mechanisms involved in the boredom experienced in the online L3 learning. Suggestions were made on how to make an online language course less boring and more communicative, which seems essential today due to the unrivaled use of online education during the pandemic.

Barriers toward equity: Recognizing biliteracy of all students in Minnesota

Pierre Gaspard de Galbert, Eve Woogen

Abstract Education actors in the United States are increasingly promoting language skills development of our students. The Seal of Biliteracy (SoBL) has grown into a popular initiative to promote biliteracy and recognize students who demonstrate skills in English and another language. However, the language used to promote biliteracy and the criteria put in place to award the SoBL risk exacerbating differences in opportunities between linguistic communities rather than promote speakers of all languages. Minnesota introduced the SoBL through a law explicitly aimed at supporting education for English language learners. This paper critically reviews the goals of the SoBL initiative, describes the approaches Minnesota has taken to support English language learners to earn the seal and discusses the practical challenges schools and districts face. States and districts need to explicitly address these barriers to avoid increasing inequities through the SoBL.

“Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens

Marialuisa Di Stefano, Abelardo Almazán-Vázquez, William Yepes-Amaya, Emma Razifard Britton

Abstract This article reports about a 2-year participatory action research (PAR) study in which three instructors engaged in an ongoing PAR cycle to develop and implement an explicit social justice teaching approach in their differing instructional contexts in the Northeastern US: a graduate course for teacher education and two secondary school Spanish courses. Building upon critical pedagogy (Freire, 2005) and intersectional positionalities studies (Crenshaw, 1989) and engaging in a collaborative self-study research with the fourth author, the team reflected on the emergence of stereotypes related to gender, race, language, immigration, and nationality in the language classroom. Results suggest that: (a) students' identities seem reaffirmed from scaffolded instruction that includes authentic materials (b) instructors, as role models, can influence students' identity development and activism engagement. Implications include a series of recommendations for justice-oriented instructional strategies and assessments for the secondary school Spanish curriculum and teacher education.

Consequential choices: A language ideological perspective on learners' (non-)adoption of a dialectal variant

Amelia Barili, Michael Byram

Abstract Globalization and internationalization have created a need for dialog among people of different persuasions in our own societies and beyond. Language teachers can meet this challenge through the concepts of intercultural citizenship and intercultural service learning, renewing emphasis on educational and humanistic aims as well as instrumental. Students in an advanced Spanish course volunteered in a school and a legal center, interacting one-on-one with unaccompanied minors and immigrants fleeing Central America. The evaluation focused on the impact on learners’ understanding of the society in which they live, and perceptions of their own language learning during their work as active citizens. Data from students' academic blogs and diaries were analyzed thematically. They show a heightened awareness of language competence, as students use their knowledge of Spanish in their voluntary work, and increased intercultural competence in students' reports on their critical evaluation of perspectives and practices in their own culture and those of others.

Developing students' solidarity disposition: A case for translation in community-based service-learning

Isabelle Drewelow, Xabier Granja Ibarreche

Abstract This study investigates the ways students' disposition toward solidarity can be fostered during a community-based service-learning (CBSL) project performed remotely, not requiring direct contact or interactions with community members. Seventeen students were enrolled in an advanced Spanish grammar course section with a service-learning component and collaborated throughout the semester to translate documents from English to Spanish for three local non-profit organizations. The analysis of their end-of-semester reflection papers reveals that the high stakes of the outcome (facilitating the local Spanish-speaking population's access to essential social services) influenced students' engagement in the task, triggered by an emotional buy-in with the nonprofit organization's missions. Participation in the CBSL project fostered solidarity disposition as students considered opportunities to get involved and reflected on how they might be able to support Spanish speakers in their future jobs. The article concludes with suggested guidelines for the design of remote CBSL opportunities to nurture solidarity disposition as a primary objective.

Summer study abroad in Japan: Maximizing intercultural competency development through self-guided cultural exploration and reflection tasks

Makiko Fukuda, Katsuo Nishikawa Chávez

Abstract This study analyzes how self-guided cultural exploration and reflection (SCER) tasks affect the development of intercultural competency (ICC) of students participating in a study abroad program. The Intercultural Effectiveness Scale (IES) was used to measure students' ICC development before and after a 6-week faculty-led study abroad program in Japan. The SCER tasks encouraged students to examine Japanese history, cuisine, politics, architecture, economy, communication style, and behaviors, and gain a sophisticated understanding of the Japanese culture through the lens of unique Japanese perspectives. The results reveal significant gains in overall IES scales, in particular, student's continuous learning and interpersonal engagement saw the most change. Analysis of student reflections further demonstrates the positive impact of culturally bridging experiences on self-awareness and cultural exploration. We argue that the impact of perspective-shifting practices, combined with students' first-hand intercultural experience improves student's level of hardiness. Finally, student reflections reveal the important role that the SCER tasks have on initiating a meaningful dialogue with their host families.

Internationalism, migration, and education: Pluralistic disposition in multilingual and multicultural contact zones—Turkish Republic of Northern Cyprus

Buse Sakallı, Naciye Kunt

Abstract Cyprus has always witnessed an influx of refugees and migrants as a conflict and contact zone and become a destination country for many international students for the last two decades. In the age of an unprecedented diversity and accentuated internationalist theories worldwide, pluralistic pedagogies embellished with nationally monoglossic discourses have become iconized pressing trends in education precipitating a dichotomous doom-loop vis-à-vis multifaceted parameters of learning environments. Linking critical race theory with internationalism, document analysis, semi-structured interviews, field notes, observations, and informal chats were deployed for an elaborated scrutiny of students’ perspectives through a normative-humanistic lens. The results signified that in conflictual contexts, policy-making may surpass basic humanistic norms such as equity and social justice where parental involvement, sustainable integration, discursive ideological orientations, coproduction among stakeholders, Western-propelled content revision, preparatory language courses, and teacher education predominantly reconceptualize indispensable aspects of curricula. The findings are especially conspicuous for social partners, policy-makers, and educators.

期刊简介

Foreign Language Annals (FLA) is the official refereed, scholarly journal of the American Council on the Teaching of Foreign Languages (ACTFL). Dedicated to the advancement of language teaching and learning, the journal seeks to serve the professional interests of classroom instructors, researchers, and administrators who are concerned with the learning and teaching of languages, particularly languages other than English at all levels of instruction.

《外语年鉴》（FLA）是美国外语教学委员会（ACTFL）的官方权威学术期刊。该杂志致力于促进语言教学，旨在服务于关注语言学习和教学的课堂教师、研究人员和管理人员的专业兴趣，尤其是各级教学中除英语以外的其他语言。

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