Wiley: Foreign Language Annals: Table of Contents

The language of technology

Krishauna Hines‐Gaither — Mon, 08 Jun 2026 05:37:35 -0700

Foreign Language Annals, EarlyView.

The global reach of Foreign Language Annals

Francis J. Troyan, Kristin J. Davin — Mon, 08 Jun 2026 05:34:16 -0700

Foreign Language Annals, EarlyView.

Healing Justice Practice Professional Development Program for Black K‐12 World Language Educators

Aminah Raysor — Mon, 18 May 2026 00:00:00 -0700

Abstract

In this conceptual article, I present the Healing Justice Practice (HJP) Professional Development (PD) Program as a restorative model designed for Black K-12 World Language (WL) educators working within predominantly White institutions (PWIs). Rooted in Afrocentric pedagogy and Healing Justice frameworks, this work addresses the racialized linguistic trauma, emotional labor, and professional isolation that Black WL educators experience in U.S. schools. The article situates Black WL educators' underrepresentation, only 4% nationally, within historical patterns of systemic exclusion and loss of communal networks following desegregation. The proposed HJP PD program integrates Healing Justice principles (Brown et al., 2014) with Spelman College's African Diaspora and the World (ADW) curriculum to restore community, affirm Black linguistic and cultural identities, and reimagine WL education as a site for reparative transformation. The program framework centers three core themes, Identity, Co-construction, and Resistance, while unfolding across five sessions that guide participants through self-reflexive storytelling, trauma-informed dialogue, and Afrocentric curricular design. Participants engage in readings, reflective journaling, and collaborative inquiry aimed at reclaiming narrative authority, cultivating professional identity, and translating healing into liberatory teaching practice. The article illustrates how HJP PD serves as both personal restoration and institutional intervention, and calls on PWIs and school systems to recognize such programs as accredited professional development spaces that counteract anti Black linguistic racism while fostering retention, leadership, and curriculum transformation among Black WL educators.

“More than lo visible”: Black world language teachers' use of identity to contest culturelessness

Tasha Austin, Aris Clemons, Aminah Raysor — Thu, 16 Apr 2026 03:40:25 -0700

Abstract

The limited presence of Black world language teachers (BWLTs) has been attributed to a lack of interest, ability, or access. In navigating societal forces that perpetuate anti-Black stereotypes, BWLTs challenge these and similar narratives (e.g., the belief that they cannot be both Black and command the target language). We qualitatively analyze interviews with nine BWLTs, exploring how their identities and teaching practices mutually inform one another, highlighting processes of redefining Blackness and the target languages across ethnoracial and linguistic boundaries. Findings reveal that BWLTs contest racial and linguistic power dynamics by drawing on Black cultural experiences impacted by racialization. Across various U.S. regions, levels of instruction, and communities, we propose an intralocutory method coarticulating our evolving understandings of self and Black languaging possibilities. We discuss the value of representational pedagogies, curricular autonomy, and engaging culture in language study as flexible and inextricable from broader racializing forces and contexts.

Walking the walk? Quantifying university L2 French students' prioritization and experience of critical literacies instruction

Julia A. Gorham — Tue, 14 Apr 2026 00:00:00 -0700

Abstract

Critical pedagogical approaches such as critical literacies represent important tools for incorporating diversity, equity, inclusion, and social justice into L2 teaching, an objective that is more important now than ever before. However, research has shown that implementing such practices is difficult—even for instructors who value them—due to numerous practical and sociocultural obstacles. This study thus adopted an innovatively quantitative approach to a primarily qualitative field to explore (1) the extent to which N = 136 students enrolled in first-fifth semester L2 French at a large, public U.S. university reported prioritizing critical literacies-based instruction in L2 learning and (2) how much experience they reported having with such teaching in their current French classes. Results from a survey developed and validated around Lewison et al.'s (2002) four dimensions of critical literacies instruction indicated that participants generally reported prioritizing critical literacies in their language learning but disagreed that it was routinely implemented in their courses. A statistically significant association and difference between participants' reported prioritization and experience additionally corroborated this finding. The implications of these results for L2 teaching and research are discussed, and suggestions are offered for incorporating critical literacies into novice and intermediate-level language teaching.

Task engagement and comprehensibility development in video‐mediated intercultural exchanges: A longitudinal study

Yuka Akiyama, Sachiko Nakamura, Takumi Uchihara, Kazuya Saito — Fri, 10 Apr 2026 00:55:53 -0700

Abstract

Despite growing interest in task engagement, few studies have examined how it contributes to L2 development. This longitudinal study examined how task engagement related to gains in L2 Japanese comprehensibility among nine UK-based university students participating in a semester-long, video-mediated eTandem exchange with Japanese partners. Using 17 engagement indicators, we first provided a descriptive overview of associations between engagement and development. The strongest association was observed for Japanese partners' use of cultural questions. Guided by these results, we then employed interactional sociolinguistics concepts to understand how cultural questions facilitated comprehensibility development. The discourse analysis revealed that cultural questions shifted interactional frames and footings (Goffman, 1974, 1981), prompting L2 learners to take extended turns and practice making their speech comprehensible. The findings highlight the value of qualitative perspectives in task engagement research, showing that L2 comprehensibility development emerges not only from learners' own engagement but also through their partners' interactive behaviors.

A teacher educator's return to P‐12 world language teaching: Transforming practices, perspectives, and identities

Beth Wassell — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

After working at a university as a language teacher educator for 20 years, I returned to the P-12 setting to coteach an inclusive high school Spanish class. The purpose of this return was to relearn to teach and to better understand current challenges in language education, student engagement, and inclusive instruction. Using an autoethnographic approach, I examined how the experience reshaped my instructional practices, my perspectives on pedagogical content knowledge, and my language teacher educator identity. The findings highlight tensions of translating theoretical and research-based approaches to classroom realities, challenges in maintaining a teacher educator identity in a P-12 context, and the importance of student voice in shaping pedagogy. By examining the contradictions between language teacher identity and language teacher educator identity, this autoethnography contributes to the discourse on language teacher preparation and reflective practice. The conclusion underscores the benefits of returning to a P-12 context for teacher educators and postsecondary language instructors, with implications for professional development and for language teacher education.

Framing ASL education: Perspectives from postsecondary ASL professionals

Jason D. Listman, John S. Pirone, Tracy Ivy, Kimberly K. Pudans‐Smith — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

American Sign Language (ASL) education is experiencing significant growth and increased prominence in academic and public domains. ASL is now widely regarded as a valid option for fulfilling foreign language and general education requirements at postsecondary institutions across the US. This study builds on prior research by surveying 223 postsecondary ASL instructors to examine their perspectives on the current state of ASL education and assess alignment with themes identified in a prior study of 13 experienced professionals. The findings reveal notable divergences across professional, program, and institutional levels, highlighting differences between deaf and hearing professionals regarding institutional support and teaching practices. These results underscore the need for further research on diversity and its role in ASL education, as well as an expanded focus on the experiences and perspectives of K-12 ASL educators.

Bridging the research‐practice divide: Insights from a Korean online Community of Practice

Nari Kim — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

This study introduces the case of a Korean online Community of Practice (CoP) as a venue for researcher-practitioner dialogue, following persistent calls from instructed second language acquisition researchers to foster links between research and practice. Given the neglected role of teachers in bridging the gap between research and practice in prior research, this study utilizes a netnographic approach to explore interactions among L2 teachers within an online CoP for in-service teachers. The study (1) explores how an online CoP can support connecting research and practice and (2) identifies which teachers have the potential to serve as brokers between research and practice. The findings highlight the importance of a bottom-up approach based on teachers’ voluntary participation and teachers' trust within the teacher community. Further, disseminating research results through in-service teachers with firsthand classroom experience was effective. Pedagogical implications highlight the importance of teacher testimonies and recommend that professional development actively leverage teacher brokers' expertise in translating scholarly research into actionable classroom strategies.

Core practices for Foreign Language Teacher professional development: An identity journey

Anamaría Sagre, Jose David Herazo, Ibeth Morales — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

Practice-based education offers a straightforward and engaging didactic cycle for teacher preparation around core practices. Although research on this area has clearly shown the importance of linking theory to practice during actual teaching, very little to none seem to have addressed how core practices of language teaching may become a site for preservice teachers' identity building. This case study described how Adriana reshaped her teacher identity as she appropriated the core-practice of contextualization for instruction and tried to improve her teaching based on it. Findings indicate that learning to contextualize is far from a linear process of acquiring a skill or a set of predefined instructional procedures. Instead, it is an intricate and iterative dialogue between emerging teacher identity and the understanding of pedagogies, theories, and classroom realities. This study study extends our current understanding of the value of a practice-based approach for leveraging preservice language teachers' construction of their teacher identities as they journey through the challenges of ambitious teaching in the foreign language classroom.

Incorporation of ACTFL proficiency guidelines and OPI into a Chinese heritage language curriculum

Lini Ge Polin, Li Yang — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

Traditional college heritage language (HL) classes often place more emphasis on literacy development than speaking improvement. However, the native-like abilities of some heritage language learners (HLLs) in certain areas, such as acoustic perception and pronunciation, do not guarantee their oral competency. To address the issue, this study integrated the ACTFL Proficiency Guidelines—Speaking and mock Oral Proficiency Interviews (OPIs) conducted by certified ACTFL OPI testers into a Chinese HL curriculum over one semester. Forty-one participants completed pre- and post-surveys and mock OPIs at the beginning and end of the semester, respectively. The pre-post-survey comparison indicated participants' enhanced speaking awareness and stronger speaking initiatives inside and outside of class. The pre-post-mock-OPI comparison indicated improved oral proficiency of 15 participants, and some minor qualitative improvements in one or two of the criteria of Functions and Tasks, Accuracy, Context and Content, and Text Type in 16 of the other 26 participants. Implications regarding the improvement of Chinese HLLs' speaking development are discussed.

Designing authentic language learning simulations to support student engagement

Cherice Montgomery, Jon Balzotti, Derek Hansen — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

In a global society, learners must communicate effectively across diverse cultural contexts, but traditional classroom learning can fall short of preparing students for real-life demands. Simulations can shift students' focus from learning about language to using language for authentic tasks. This study developed and evaluated a digital, educational language simulation called a Playable Case Study (PCS). Students investigated questions about the Spanish Civil War as curators in a fictional museum and produced an exhibit for a real public audience. Researchers examined the question: How do the design features of a historically-contextualized, project-based PCS simulation influence student engagement in university Spanish language courses? Findings based on classroom observations, pre-/post-surveys, and instructor interviews (a) offer insights into four types of authenticity that affect student engagement (linguistic, cultural, disciplinary, and technological), (b) show that constructivist, multimedia curation tasks can stimulate autonomous learning, and (c) reveal technological authenticity's influence on student engagement.

AI literacy: A core practice in world language education

Xinyue Lu, Anna Zaitseva, Francis John Troyan — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

The emergence of artificial intelligence (AI) innovations like ChatGPT presents new opportunities and challenges for world languages (WL) education. WL teacher education programs must prepare preservice teachers with AI literacy to help them effectively integrate these technologies into teaching. This multiple case study—part of our on-going self-study of teacher educator practice—investigated how AI literacy can be leveraged as a core practice in a WL teacher licensure program. Drawing on pre-surveys, course artifacts, structured reflections, and interviews, the study explored how three teacher candidates (TCs) engaged with Generative AI (chatbots) in the instructional activity of lesson planning and developed emergent forms of AI literacy. Participants demonstrated varying levels of development of AI literacy across four domains: technological proficiency, pedagogical compatibility, professional work, and ethical use. They developed critical stances toward AI, which were shaped by their evolving professional identities. This study contributes to growing conversations about AI in teacher education by showing the potential of the AI literacy core practice as a scaffolded, reflective approach to building AI competencies. It also underscores the importance of centering TC's professional identity development in AI integration while providing support for prompt design, noninstructional use of AI, and facilitating conversations about responsible AI use with students.

An automated scoring system for the AAPPL Spanish presentational writing tasks

Fri, 20 Mar 2026 00:00:00 -0700

Abstract

Reliable rating of large-scale writing tests is a challenging venture. Preparing, calibrating, and providing quality assurance for effective and efficient raters is critical to the operation of these tests (Hughes, 2003). To address this challenge, testing organizations have employed different approaches to automated scoring using artificial intelligence (AI). Claims about automated scoring of such large-scale writing tests suggest that they are as or more reliable than human raters. However, there is limited research on the implementation of automated scoring for tests of writing in languages other than English. This paper describes research on the development and evaluation of an automated scoring system for a large-scale Spanish language writing test for middle and high school students. The model, consistent with the philosophy behind the test development and scoring system, focuses primarily on the features examinees can do and produce rather than a subtractive model that places more focus on examinees' mistakes. The system was trained on completed operational responses and with ratings from certified human raters. Natural Language Processing techniques were used to identify specific linguistic features. Results show equal or better agreement between machine–human scores than between two human raters.

Trust, resistance, and transformation: A Q‐methodological study of teachers' perspectives on AI‐generated feedback in second language writing

Fri, 20 Mar 2026 00:00:00 -0700

Abstract

The integration of artificial intelligence (AI) into second language (L2) writing instruction has generated an ongoing debate concerning its pedagogical value, ethical implications, and classroom implementation. While existing research highlights AI's potential to enhance writing development, teachers' subjective views remain underexplored. This study uses Q-methodology to examine educators' perspectives on the pedagogical role of AI, particularly AI-generated feedback, in L2 writing instruction. Forty teachers sorted 42 statements that captured pedagogical, emotional, and ethical concerns related to AI-supported writing practices. By-person factor analysis revealed four distinct viewpoints: (1) Instructor-Led Guided Trust, (2) Institution-Dependent Conditional Trust, (3) Strategic Resistance, and (4) Transformative Embrace. These perspectives reflect varying degrees of trust in AI, informed by beliefs about instructional quality and teacher roles. The findings emphasize the need for teacher agency, contextual responsiveness, and targeted professional development in AI adoption. This study contributes to a deeper understanding of how educators reconcile emerging technologies with pedagogical integrity, offering practical implications for policy, training, and future research in technology-enhanced education.

Language teacher identity and social justice instructional practices: A history‐in‐person perspective

Kate Paesani — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

This qualitative case study used history-in-person (Holland & Lave, 2001, 2009) as a theoretical lens to investigate the identities and instructional practices of two U.S. postsecondary German teachers. The participants had similar professional backgrounds, worked in the same language program, and adopted innovative pedagogies to create and implement a social justice curricular unit over a 2-year period. Findings showed that although the participants grappled with the same institutional struggles, their personal histories, beliefs, and experiences manifested differently in their instructional practices. Moreover, aspects of participants' language teacher identity became more salient over time and motivated them to adjust their newly adopted pedagogical practices. Findings point to the challenges of adopting innovative practices, particularly for experienced teachers, and to the importance of reflective teaching and focused professional development for empowering teachers as they integrate social justice content and pedagogies into language curricula.

Motivation for learning Chinese compared to European languages: An exploration in English secondary schools

Robert Woore, Laura Molway, Clare Savory — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

There is little published research on school-aged learners of Mandarin Chinese in anglophone contexts. This article explores English secondary school pupils' motivation for learning Chinese compared to European languages. The research questions were: (1) What is the strength and nature of pupils' self-reported motivation for learning languages? (2) How does pupils' motivation for learning Chinese compare with their motivation for learning European languages? Focus groups were conducted with 43 pupils (aged 11–12) in their first year at five state-funded secondary schools. In all languages, culture and a desire to connect with speakers were strong motivators; classroom experiences were also key, underlining teachers' central role. Motivation for Chinese was frequently linked to novelty, difference, challenge, and enjoyment of the character-based writing system. The article highlights practical classroom implications, particularly the need for teachers to consider the motivational impact of pedagogical decisions relating to curriculum content, task design, and classroom organization.

Novice Mandarin learners' transformative learning through critical virtual exchange: A multimodal, translanguaging design

Liling Huang, Erin Kearney — Fri, 20 Mar 2026 00:00:00 -0700

Abstract

A key goal in world language education is decentering learners' assumptions about cultures. However, many teaching models, including virtual exchange (VE), equate culture with nation-states and promote target-language-only policies, which can reinforce stereotypes and limit culture exploration for beginners. The study investigates the transformative learning (TL) impact of a critical VE that connected learners from two novice Mandarin courses in the United States with individuals from diverse Chinese communities. Participants engaged in hometown conversations using full linguistic repertoires and a multimodal map. Data from 16 participants—including surveys, journals, meetings, digital stories, and interviews with 5 focal participants—were analyzed. Findings revealed key TL outcome of critical assessment of assumptions. Multimodal conversation analysis of meeting episodes showed that learners strategically drew on a wide range of linguistic and multimodal resources for meaning negotiation, interaction management, and co-construction of local culture knowledge. Translanguaging served as both a scaffold and a decolonizing act, fostering equitable transcultural learning. A pedagogical model is proposed, highlighting multiperspective dialogues, guided reflections, and translanguaging.

The evolving profession

Kristin J. Davin, Francis John Troyan — Fri, 20 Mar 2026 00:00:00 -0700

Foreign Language Annals, Volume 59, Issue 1, Page 7-8, Spring 2026.

I am my language: Roots, rhythm, and resistance

Krishauna Hines‐Gaither — Fri, 20 Mar 2026 00:00:00 -0700

Foreign Language Annals, Volume 59, Issue 1, Page 5-6, Spring 2026.

Issue Information

Fri, 20 Mar 2026 00:00:00 -0700

Foreign Language Annals, Volume 59, Issue 1, Page 1-4, Spring 2026.

Orthography‐sound vs. orthography‐meaning mapping in Chinese character learning: Evidence on typing and handwriting

Qian Shi, Bo Hu, Zhiyong Zhu — Thu, 05 Mar 2026 07:34:02 -0800

Abstract

As the global population of Chinese-as-a-foreign-language learners grows, the complexity of characters remains a major barrier and a frequent cause of attrition. This study compared handwriting and typing instruction in character learning through an experiment with 28 Burmese beginners randomly assigned to handwriting or typing groups (n = 14 each) who received 40 h of instruction. The results showed that the typing group outperformed the handwriting group in character recognition and dictation, indicating that typing promotes orthography-sound mapping and input efficiency. In contrast, the handwriting group scored higher in meaning recognition, suggesting that handwriting strengthens orthography-meaning associations and supports deeper processing. No significant group differences emerged in meaning-based output. Pedagogically, instructors can combine typing to support early form and sound learning, with targeted handwriting to strengthen form and meaning learning, which may ease the initial learning burden.

Chatbots for vocabulary learning: A mixed‐methods study with A1‐level learners in a French as a foreign language course

Oğuz İbrahim Dündar — Wed, 25 Feb 2026 05:42:31 -0800

Abstract

This study investigated the integration of a rule-based AI chatbot into A1-level French instruction to support vocabulary learning. Quantitative findings showed that the experimental group achieved significantly higher posttest scores than the control group, with a large effect size (r = 0.83, p < .001). Survey results indicated generally positive attitudes toward using the chatbot as a mobile learning tool, particularly in satisfaction and perceived usability. Focus group data reinforced these findings, highlighting accessibility, motivational value, and support for personalized, self-paced learning. Reported challenges included occasional technical issues and the absence of voice-based interaction. The findings suggest that pedagogically aligned, rule-based chatbots can support vocabulary acquisition and learner engagement. In pedagogical terms, brief, guided chatbot interactions may extend weekly instruction by providing individualized retrieval practice with immediate feedback in a low-anxiety environment, while visual cues can further support recognition and recall.

Exploring general language ability development through monitored extensive reading, extensive listening, and audio‐assisted extensive reading

Jeff Peterson — Tue, 09 Dec 2025 22:54:24 -0800

Abstract

Research studies on extensive reading (ER) are often limited by their lack of control over how the ER treatment is conducted and assessed. Recent research has found participants often falsify reading records when ER activities are self-reported and unmonitored (Mikami & Shiozawa, 2023). This falsification introduces bias into studies that rely on unmonitored self-reported ER. Furthermore, few studies investigate the possible effects of other extensive input (EI) approaches, including extensive listening (EL) and audio-assisted extensive reading (AER). This study aimed to investigate the potential effects of monitored ER, EL, and AER on the general language ability development of learners of Japanese as a foreign language. Using an experimental design, participants' standardized language test data were collected over 1 year. Results indicate that AER outperformed all other groups on the Japanese Computerized Adaptive Test, suggesting that incorporating AER into the curriculum can foster growth in global language competence more effectively than ER or EL alone. Pedagogically, AER can be implemented both in class and outside of class to provide bimodal input that enhances listening, vocabulary, grammar, and reading development.

Proficiency‐based placement: Examining the validity of the APPT – Listening test

Gregory L. Thompson, Rob A. Martinsen, Matthew Porter Wilcox — Sun, 07 Dec 2025 21:59:17 -0800

Abstract

Placing students in the most appropriate course in a language learning sequence is a perennial challenge for language educators (Fairclough, 2012a) as improper placement can lead to instructional challenges for teachers and learning difficulties for students (Arai, 2025). In 2020, ACTFL released a proficiency-based placement test called the APPT (ACTFL Proficiency Placement Test) that is relatively inexpensive and easy to administer. However, a limited amount of research has been carried out verifying its validity and reliability. The present study attempts to remedy this by examining the use of the APPT as a placement exam in a university-level Spanish program from the Argument Use Case (Bachman, 2005) perspective as well as the Test Development perspective (Luecht, 2003). In this study, researchers explain the process by which the items in the APPT were developed, and then compare the results of the listening portion of the APPT for students placed in various levels of university Spanish against other measures of student language ability that are relevant for placing students, such as students' self-assessment, language learning background, and teachers' estimates of skill. Results indicate a high degree of correlation between the APPT and all these measures. Additionally, with few exceptions, the items of the APPT tended to function appropriately for their intended proficiency level. Taken together, these results suggest that the APPT is a valid and reliable proficiency-based tool for placement.

Comprehension of implied meaning in Chinese second language listening

Jiafan Zhang, Wei Cai — Mon, 03 Nov 2025 00:00:00 -0800

Abstract

Listening comprehension is crucial for second language (L2) communication and acquisition. However, it has received less attention than reading, given the transient nature of speech signals and the intangible cognitive processes involved in it. The current study investigates how Chinese L2 learners process implied meanings in listening comprehension and whether heritage language learning affects the comprehension of implied meanings. Quantitative and qualitative data were collected from 22 heritage and 24 non-heritage Chinese learners employing an implied meaning test and the stimulated recall procedure. Results show that Chinese L2 learners in this study exhibited relatively strong abilities in understanding implied meanings in listening, and that heritage learners outperformed non-heritage language learners in comprehension of implied meanings. Background knowledge and semantic clues were found to be positively related to the accuracy in comprehending implied meanings. Pedagogical implications are provided in light of the study's findings.

The Chinese corner as an ecological space for multilingual identity development

Xi Ji, Ying Liu, Junji Gong — Tue, 14 Oct 2025 00:00:00 -0700

Abstract

Sociocultural theories of Second Language Acquisition argue that language is not merely a tool for communication, but also a symbolic expression of social and cultural identity, particularly in the increasingly multilingual contexts where foreign language learners now find themselves. While much research has explored the development of multilingual identities among learners in various language programs, little has investigated the role that a carefully designed multilingual community plays in the long-term identity development of foreign students. This study investigates how learners of Chinese as a Second Language (CSL) develop their multilingual identities within the collaborative “Chinese Corner” community. Drawing on an ecological perspective of language learning, the research examines how learners from diverse cultural backgrounds engage with each other and construct their identities within this community. Findings show that students actively reframe their personal stories, collaborate on each other's stories and contribute to a new imagined vision of themselves. The study highlights the role of the Chinese Corner as an ecological language space in fostering multicultural awareness and identity construction among CSL students.

Considering students' basic psychological needs in feedback processes in the teaching of Swedish

Toni Mäkipää, Sara Karhu — Mon, 13 Oct 2025 00:00:00 -0700

Abstract

This qualitative study investigated how teachers of Swedish as a second language in Finland perceive they enhance their students' language learning by considering the students' basic psychological needs in feedback processes. This study was conducted in a context where most students were disinclined to study Swedish. Fifteen teachers teaching at various educational levels were interviewed and the data were analyzed using theory-driven content analysis. The findings suggest that these teachers of Swedish used encouragement largely in feedback processes. The teachers also supported autonomy by enhancing reflection and setting personal learning goals. Moreover, the teachers found it particularly important to establish a learning environment based on trust and rapport. In doing so, the teachers believed they were enhancing students' language learning and motivation. The findings imply that by increasing language teachers' awareness of basic psychological needs, students' language learning outcomes may improve, especially in contexts where most students are little motivated to study the language. Pedagogical implications, such as supporting students' individuality and creating a trusting relationship, are discussed.

Recognition of two‐character Chinese–Japanese cognates by L1 Chinese speakers: Categorization, semantic meanings, cognate use in sentences

Wenjing Duan, Haomin Zhang — Sun, 05 Oct 2025 00:00:00 -0700

Abstract

The present study investigated the impact of structural similarities on the recognition of Chinese–Japanese cognates. A total of 221 university students participated in three tasks, namely, categorization, meaning access, and word use in sentences. The categorization task required participants to categorize cognates within a 4-s time frame, followed by a meaning access task and a word usage in sentences task. In the meaning access task, participants were required to select the correct meaning of given words. In the word use in sentences task, participants were instructed to identify incorrect usage in translated sentences. The results showed that both high and low structural similarity between two-word Chinese–Japanese cognates affected their categorization, meaning access, and word use in sentences. Furthermore, meaning access was found to facilitate the recognition of cognates within sentences. The outcomes offer some pedagogical implications for the development of bilingual and multilingual approaches to the teaching of vocabulary and the recognition of words. The study also discussed limitations and proposed future research directions.

Las voces de Baha‐blantes: An analysis of the language learning investment of intermediate students of Spanish at the tertiary level

Valentino Rahming — Mon, 22 Sep 2025 23:00:26 -0700

Abstract

This study examines the language learning investment of five intermediate learners of Spanish at a tertiary institution in The Bahamas. It draws on participants’ language learning journeys to consider how their previous experiences and access to language learning opportunities contributed to their investment. The results show that pressure from a national exam, motivational support from family members, and identification with Afro-Hispanic culture greatly impacted their language learning investment. Additionally, access to study abroad, communicative practice, and other resources were also critical. However, the primary reason for students to take Spanish courses beyond the general education requirement was to become proficient for future purposes. Actionable pedagogical implications are provided for teachers of Black foreign language learners.

Multilingual identity shifts among language learners with experience of studying abroad in Germany

Yu Chen, Chengle Yan, Jiao Li, Xuesong (Andy) Gao — Mon, 08 Sep 2025 23:15:16 -0700

Abstract

Study abroad (SA) experiences significantly influence language learners' multilingual development. Current research primarily examines the linguistic and cultural development of language learners in SA contexts. However, there is a need for further research to investigate the multilingual identity shifts that occur at the intersection of linguistic and personal growth, which are discursively and ideologically constructed. This study uses language portraits and semi-structured interviews to explore nine Chinese university students' multilingual identity shifts by examining their SA experiences in Germany. Thematic analysis identified three dimensions of multilingual identity: cognitive, emotional, and behavioral. Changes in these three dimensions of multilingual identity interacted differently with language ideologies at different levels: macro (e.g., China's focus on German-language examinations, Germany's use of English as a lingua franca), institutional (e.g., communicative German instruction in Germany), and micro (e.g., a student community's prioritizing English or German). Practical recommendations are offered for fostering multilingual identity development through SA experiences, and future research directions are suggested to explore this dynamic process.

High‐leverage practices in action: WL teachers' self‐reported use of HLTPs in the K‐12 classroom

Rebecca S. Borden, Bo Liu, Kexuan Wu — Wed, 03 Sep 2025 02:51:40 -0700

Abstract

Research on the implementation of high-leverage practices (HLTPs) in World Languages (WL) has gained momentum over the past decade. While the field has largely focused its attention on HLTPs in preservice teacher preparation, our research seeks to illuminate how in-service WL teachers self-report utilizing the HLTPs in classroom instruction. This qualitative case study examined the self-reported teaching practices of 54 in-service K-12 WL teachers in the U.S. Data were collected through a survey and a follow-up semi-structured interview with nine of the 54 participants. Our analysis focused on two of Glisan and Donato's (2017) HLTPs, Facilitating Target Language Comprehensibility (HLTP #1) and Building a Classroom Discourse Community (HLTP #2). The findings revealed that the majority of participants self-reported what could be considered “effective” implementation of HLTPs #1 and #2, while a number of participants indicated “developing” or “ineffective” micro-practices associated with HLTPs more broadly. The implications of this study may inform both the work of teacher development programming for in-service teachers and research on HLTPs.

Heritage language learners' language availability and choice: A case study of primary school Persian learners in Australia

Mojgan Mokhatebi Ardakani, Dara Tafazoli — Mon, 25 Aug 2025 03:17:23 -0700

Abstract

This study investigates the factors influencing Persian language learning among heritage language learners in Sydney, Australia, with a particular focus on how formal and informal settings shape language choice and availability. The research employs a qualitative case study approach, incorporating data from student focus groups, semi-structured interviews with parents and teachers, and classroom observations at four Persian community language schools. Key findings highlight the role of social interaction, language proficiency, and bilingualism in shaping heritage language (HL) learners' language choices. The study proposes a model that explains the interrelationship between language proficiency, interlocutor, and tendency. The findings have pedagogical implications, suggesting strategies for bilingual immersion, digital learning integration, and parental engagement to support HL development. Future research could explore Persian HL learners in diverse contexts and investigate the impact of digital media on HL learning.