bluuebunny/crossref_metadata_2025 huggingface dataset:
ACTFL Performance Guidelines For K‐12 Learners
Authors: Swender Elvira , Duncan Greg
Published: January 2009

ABSTRACT  The ACTFL Performance Guidelines for K‐12 Learners comprehensively describe the language performance of students of foreign languages across the three modes of communication (Interpersonal, Interpretive, Presentational), following specific periods of classroom instruction. Informed by the Standards for Foreign Language Learning, these guidelines are based on the experience and advice of hundreds of language educators at all levels of instruction throughout the United States. The ACTFL Performance Guidelines for K‐12 Learners are the result of a three‐year initiative supported by the U.S. Department of Education International Research and Studies Program.
Is Being There Enough? The Effects of Homestay Placements on Language Gain During Study Abroad
Authors: Rivers William P.
Published: January 2009

ABSTRACT  The Second Language Acquisition community has long held the homestay environment as the sine qua non of language study abroad (Davidson 1995; Brecht, Frank, Rivers, 1998a). Implicit in this view of the homestay environment is that a continuous immersion environment provides far greater authentic Target Language input than dormitory placements with non‐native speakers of the Target Language. In turn, this increased quality and quantity of input should lead to greater language gains during study abroad than those achieved by students in dormitory placements. An evaluation of these hypotheses is now possible: the 1976–1996 American Council of Teachers of Russian Student Records Data Base, which contains proficiency and background data on over 2500 study‐abroad participants, in both dormitory and homestay placements. Standard statistical techniques were used to compare gains made in Speaking, Listening, and Reading by dormitory and homestay participants. The following results obtain: homestay participants were slightly less likely to gain in speaking proficiency (mean rankdorm‐stay= 547; mean rankhomesty= 431; χ=27.26 p<0005), were likely to gain less in Listening (mean rankdom‐stay= 969; mean rankhomestay= 1132; χ=21.585; p<0005) and more likely to gain in Reading (mean rankdormstay= 969; mean rankhomestay= 1128; χ=20.713; p< 0005) than dormitory participants. These results stand counter to the intuition that greater auditory Target Language input would result in greater gains in Listening and possibly Speaking. Recent ethnographic research aimed at a description of the homestay environment (Frank 1996) and at learner behavior during study abroad (Brecht and Robinson 1995; Pellegrino 1997) provides an initial explanation for the “Homestay Effect.” Student preparation has a particularly strong influence on learning behaviors: experienced language learners may be more adept at managing the ceaseless flow of Target Language input than inexperienced learners. The results of the current investigation, along with recent work in Self‐Directed Language Learning and Immersion, suggest that students in homestay environments may benefit from training in the management of linguistic input.
A Plea to Graduate Departments
Authors: Olsen Solveig
Published: January 2009

ABSTRACT  The competitive job market—now facing prospective college teachers of foreign languages—calls for both better preparation in teaching and for improved documentation of pedagogical qualifications in the placement file.
Students Classified As Learning Disabled and Non‐Learning Disabled: Two Comparison Studies of Native Language Skill, Foreign Language Aptitude, and Foreign Language Proficiency
Authors: Sparks Richard L. , Artzer Marjorie , Javorsky James , Patton Jon , Ganschow Leonore , Miller Karen , Hordubay Dottie
Published: January 2009

ABSTRACT  Proponents of the concept of learning disabilities (LD) assume that students classified as LD and those with IQ‐achievement discrepancies have more severe native language and foreign language learning problems than students not classified as LD. Two studies that included high school students classified as “at‐risk” for learning a foreign language (FL) investigated these assumptions. The first study compared “at‐risk” students classified as learning disabled (LD) with “at‐risk” students not classified as LD. Results showed no significant differences between the two groups on measures of native language skill, FL aptitude, and FL learning and proficiency. The second study examined only the students classified as LD and compared students with and without discrepancies between their scores on measures of intelligence (IQ) and academic achievement. Results showed no significant differences between the two groups on measures of FL learning and proficiency. Findings suggest that students classified as LD and non‐LD do not exhibit cognitive, academic achievement, and FL aptitude differences, or differences in their FL learning and proficiency after two years of FL study. The findings of both studies are contrary to the LD concept. The studies demonstrate the importance of providing verifiable evidence to substantiate claims that a student meets criteria for classification as LD. Implications focus on use of the LD label and IQ‐achievement discrepancies for determining which students may have problems with FL learning.
Bringing the Standards to life: Points of Departure
Authors: Biron Christina
Published: January 2009

ABSTRACT  Since the release of the Standards for Foreign Language Learning in 1996, many teachers have been attempting to integrate communication, culture, connections, comparison and community standards into their classes and curricula. Yet, even as teachers search out innovative ways of communicating the target culture and language, connecting it with other disciplines, comparing it to U.S. language and culture, and using it in community contexts, it is also important to integrate the Standards into students' and teachers' own lives.
Study Abroad from the Participants' Perspective: A Challenge to Common Beliefs1
Authors: Wilkinson Sharon
Published: January 2009

ABSTRACT Much study‐abroad program recruitment literature depicts the overseas experience as a short cut to linguistic fluency and cross‐cultural understanding, a view that is also largely supported by research on the outcomes of a stay abroad; however, when the experience of learning to interact in a foreign language and of adapting to a foreign culture is viewed through the eyes of four American summer study‐abroad students in France, a different perspective emerges. The findings of this study challenge many common beliefs about the overseas educational experience and, in doing so, raise questions that hold implications for study‐abroad programs and foreign language classrooms alike.
Providing Access: Foreign Language Learners and Genre Theory
Authors: Osborn Terry A.
Published: January 2009

ABSTRACT  As methodological emphasis in intermediate‐level foreign language courses has shifted from translation‐based learning, which utilized literary texts quite extensively, to communication‐based learning, literature in the intermediate‐level course has been either overlooked as a viable tool of instruction or used in the classroom as a springboard to communication. This article argues that these approaches do not develop the students' appreciation of literature, and thus miss an opportunity for students to participate in highly motivational activities. Using the short story at the intermediate level can provide students with the opportunity to apply their knowledge of the foreign language in a way that does develop their appreciation of literature, specifically through the examination of aspects of genre theory. Genre theory and classroom‐tested techniques are synthesized in the presentation of strategies for teaching selected literary characteristics of the short story at the intermediate level.
Teaching Spanish Through Distance Education: Implications of a Pilot Study1
Authors: Glisan Eileen W. , Dudt Kurt P. , Howe Marilyn S.
Published: January 2009

ABSTRACT  At national and state levels, there is a current emphasis on expanding foreign language programs in order to enable ALL students to achieve high standards in linguistic and cultural competency. While school districts across the country attempt to begin language instruction in the elementary grades, many lack adequate resources to employ additional staffing. Distance education programs are increasingly being proposed as a means of compensating for a lack of district‐level resources. This article 1) reviews research findings of studies dealing with distance education programs; 2) describes the results of a distance learning study implemented with elementary school students learning Spanish; and 3) identifies the questions that must be addressed as our profession attempts to evaluate the effectiveness of distance learning in current foreign language programs.
Listening Comprehension Anxiety: Students' Reported Sources and Solutions
Authors: Vogely Anita Jones
Published: January 2009

ABSTRACT  The anxiety that accompanies the listening comprehension (LC) task is difficult to detect, but potentially one of the most debilitating, because in order to interact verbally the listener must first understand what is being said. With the instructional emphasis on input processing, LC anxiety merits closer examination. Research shows that in order to be effective listeners, learners must be able to actively and strategically participate in the listening process within a low‐anxiety classroom environment. Recognizing the effect of anxiety on listening is the first step; the next is to uncover the sources of LC anxiety and propose solutions. This study presents the sources and solutions to LC anxiety as reported by foreign language students and discusses the pedagogical implications that relate to the results.
Effects of Language Background On the Learning of Chinese Characters Among Foreign Language Students
Authors: Ke Chuanren
Published: January 2009

ABSTRACT  This study investigated the effects of language background on the success in the learning of Chinese characters by first‐year college learners of Chinese. An instrument consisting of a character recognition task and a production task was employed. Eighty‐five bilingual speakers of English and Chinese and 60 “non‐heritage” (native English‐speaking) learners from seven institutions participated in this study. There were two major findings: (a) Language background was not a variable influencing either group's performance on Chinese character recognition and production; and (b) Although there were statistically significant differences for recognition and production in terms of sites, no main effects were found for the interaction between site and language background on character recognition and production. Discussions include pedagogical implications of the findings in this study.
Meeting Standards for Foreign Language Learning with World Wide Web Activities
Authors: Walz Joel
Published: January 2009

ABSTRACT  The publication of the Standards for Foreign Language Learning is an important step in the history of our profession. We now have guidelines for learning and teaching that emphasize the role of foreign languages in the acquisition of skills and knowledge in other fields of endeavor. The author proposes activities involving the World Wide Web that reflect the emphasis in the Standards on learning about other cultures and the necessity for becoming a lifelong learner. He proposes learning scenarios at the three grade levels for six standards covering all five Cs using French as the target language. The scenarios include topics of high interest for differing levels of proficiency in all skills with a variety of cultural topics.
A Study on Cultural Awareness Through Commercials and Writing
Authors: Martínez‐Gibson Elizabeth A.
Published: January 2009

ABSTRACT  This study presents the results of two groups of Spanish compositions from fifth‐semester students. The written assignment was to compare the cultural differences observed in a television commercial shown in the classroom. The participants were divided into two groups: Group NCD (the Non‐Culture Discussion Group) was given the writing task with no pre‐ or postviewing culture‐discussion activities; Group CD (the Culture Discussion Group) was given the same writing task with pre‐ and postviewing culture discussion activities. The purpose of this study was twofold: 1) to assess the students' ability to observe cultural differences between the target culture and their native culture as presented in the commercial, and 2) to assess how the procedures to view the commercial affected the quality of their writing. The compositions were compared observing the cultural themes and the writing skills. The results indicate the importance of follow‐up activities, such as those used with Group CD, for the commercial viewing.
Constructivist Epistemology and Second/Foreign Language Pedagogy
Authors: Reagan Timothy
Published: January 2009

ABSTRACT Although arguably implicit in many contemporary discussions about communicative language teaching, and often embodied in actual FL teaching practice, constructivist approaches to epistemology and learning theory have only recently, and relatively rarely, been explicitly examined in terms of their implications for 12 teaching and learning. This article provides an overview of the core assumptions and concepts of constructivism, and then discusses some of the ways in which constructivism can inform and promote effective pedagogical practice, as well as a better understanding of such practice, in the FL context.
Where to Draw the Red line: Error Toleration of Native and Non‐Native EFL Faculty
Authors: Porte Graeme
Published: January 2009

ABSTRACT The central purpose of the study reported here was to investigate professors' reactions to the academic writing of non‐native students. The object was to ascertain any statistically significant differences between the error‐gravity perceptions of native‐speaker (NS) and non‐native speaker (NNS) faculty, and what such findings might reveal about the respective error tolerance of these professors. Fourteen native and sixteen non‐native university professors were asked to respond to student errors based on a random selection of fifty‐four anonymous ungraded compositions written by students at Granada University. General comparison of the error grading between the two groups of subjects revealed small differences in the error toleration of native and non‐native faculty. While differences do exist in the perceived gravity of specific errors, it would appear that teachers in this study generally agreed in their judgments. Nevertheless, there was evidence that errors are not being perceived as seriously as one would have expected and the implications of this finding are discussed.
Who is Using the National Foreign Language Standards?
Authors: Wood Prisdlla G.
Published: January 2009

ABSTRACT  This article briefly traces the history of the National Standards for Foreign Languages and then addresses who is using the standards. The Center for Applied Linguistics reports that approximately half of the surveyed foreign language teachers are aware of national or state standards. Finally, the issue of how states are developing foreign language standards is addressed by examining the curricula of Minnesota, New Jersey, and Connecticut. Recommendations follow as to how a state's curriculum can be aligned with the national standards.
Preparing Graduate Teaching Assistants: An Investment in Excellence
Authors: Amores María J.
Published: January 2009

ABSTRACT  In the beginning and intermediate language programs at most major universities, graduate teaching assistants are a major factor in determining the overall effectiveness of the instruction provided. Based upon the belief that excellence in teaching is crucial to the development of functional ability in a foreign language, the primary goal of GTA Coordinators must be to assure the quality of the instruction in the undergraduate courses for which the Coordinator is held accountable. This article discusses the elements of one program established to help GTAs make the transition from language student to language teacher, and to assure that a high quality of instruction is maintained.
The Effects of Using Video Texts Supported with Advance Organizers and Captions on Chinese College Students' Listening Comprehension: An Empirical Study
Authors: Chung Jing‐mei
Published: January 2009

ABSTRACT  Listening plays a significant role in the language acquisition process and in communication, and its development as a key second/foreign language skill has gradually become of chief concern to language teachers and scholars. Applying high technology to furthering language learning is becoming commonplace. Most language teachers acknowledge that videos expose students to authentic materials and aid the identification of words and the clarification of unfamiliar cultural concepts. This study compares listening comprehension rates for video texts using a variety of techniques: advance organizers; captions; a combination of both; and none of the foregoing. The subjects of the study were 170 students at Ming‐Hsin Institute of Technology, Hsinchu, Taiwan. They viewed four different video segments each attended with one of the four above‐listed treatments, and a Latin square design was used to collect data. After each viewing, a set of ten multiple<hoice items was administered to examine comprehension rates. The results showed that more effective comprehension occurred when using the combination of techniques than when using any one singly. Furthermore, they revealed that captions on videos best helped bridge the competence gap between reading and listening and enhanced language learning. The implications of the results for the use of video for listening comprehension are discussed.
Captioned Videotapes and Second‐Language Listening Word Recognition
Authors: Markham Paul
Published: January 2009

ABSTRACT  The purpose of this study was to examine the effects of captioned videotapes on advanced, university‐level ESL students' listening word recognition. A total of 118 ESL students participated in the study. The videotaped materials consisted of episodes from two separate educational television programs concerning whales and the civil rights movement. The results for both passages revealed that the availability of captions significantly improved the ESL students' ability to recognize words on the videotapes that also appeared on the subsequent listening‐only (listening stems and alternatives) multiple‐choice tests. Recommendations for using captions to enhance second language student listening and reading comprehension are included.
Learning Japanese via Satellite in an American High School: A Case Study
Authors: Kubota Ryuko
Published: January 2009

ABSTRACT  This case study observed a beginning‐level Japanese language class of eight students taught via satellite at a high school in the United States over a period of one academic year. The study investigated the nature of learning experiences, the level of students' motivation and attitudes toward Japanese speakers and learning Japanese, the degrees of language skills development, student‐teacher interaction during the once‐a‐week telephone conversation and broadcast classes analyzed by modified COLT. The results show that while students' involvement in learning was rather restricted due to technical, instructional and administrative limitations, students maintained their levels of motivation and positive attitudes and demonstrated gains in language skills, which may be facilitated by the communicative nature of the telephone conversation and the presence of a student tutor. These results offer some suggestions to satellite program providers and school administrators.
Linking the Internet to the National Standards for Foreign Language Learning
Authors: Gonglewski Margaret R.
Published: January 2009

ABSTRACT  During the past few years, teachers and researchers have given notable attention to two pivotal forces in language learning and teaching: the Internet and the National Standards for Foreign Language Learning. Yet research explicitly connecting the Internet with the Standards is surprisingly sparse, and no systematic explication of the ways Internet tools can help L2 learners achieve each Standard exists. This paper fills that gap in the literature by providing a thorough examination of the five Standards categories (Communication, Cultures, Connections, Comparisons, and Communities) in light of the specific Internet resources that can help to advance language learners' attainment of the Standards.
Developing Foreign Language Frameworks: An Evaluation Study
Authors: Bruning Roger , Flowerday Terri , Trayer Marie
Published: January 2009

ABSTRACT  In order for Standards‐based foreign language (FL) instructional methods to be successfully implemented, teachers need to be confident in using them in their classrooms and capable of explaining Standards‐based instruction to parents and community. The Nebraska Foreign Language Standards/Frameworks Project involved a substantial proportion of Nebraska's FL teachers in an intensive process of Standards development and dissemination, with more than half participating in one or more Frameworks activities. The study examined these FL teachers' beliefs about foreign language teaching and learning as they related to the processes of Standards development. Results indicated that increases in teaching efficacy, professional advocacy, and Standards‐based conceptions of FL teaching were associated with Frameworks participation. Instruments developed for the assessment of efficacy beliefs and conceptions of teaching also are presented.
Acquisition of Culturally Loaded Words in EFL
Authors: Liu Dilin , Zhong Shouman
Published: January 2009

ABSTRACT  Although vocabulary learning has begun to gain due attention in L2 acquisition research, studies have been scarce on 12 acquisition of culturally loaded words—those that are similar in primary meaning but different in connotation between LI and L2. This study attempts to determine empirically whether or not EFL students' understanding of culturally loaded words approximates that of native speakers of English, and how much English proficiency level may account for the extent of this approximation. The study involved 125 EFL students (all English majors with 64 being intermediate‐level and 61 advanced‐level students) from a university in China and 61 native‐speaker students from an American university. The three groups were asked to rate the appropriateness of six culturally loaded words and four culturally neutral words in sentences that provided adequate contextual information. Statistical analysis of the three groups' ratings indicates that there is some limited but inadequate EFL approximation towards the target model in the understanding of culturally loaded words and that even advanced EFL students' understanding of most of the words differs significantly from that of the native speakers. The findings suggest that EFL/ESL educators and researchers should pay more attention to this special type of vocabulary and that vocabulary should be taught in adequate and appropriate social and cultural context.
But Will I Ever Use This Foreign Language? Student Perceptions of the Applicability of Foreign Language Skills
Authors: Antes Theresa A.
Published: January 2009

ABSTRACT  A survey of 358 university students enrolled in first‐ and second‐semester French and Spanish courses indicates that students are overwhelmingly positive concerning the importance of knowledge of a foreign language. Many predict using the target language during travel, at work, and in their personal lives, and reaffirm the belief that language courses are an important part of their college education. This article presents the results of this survey, along with its pedagogical implications.
English Language Education in the Swedish Compulsory School
Authors: Kim‐Rivera E.G.
Published: January 2009

ABSTRACT  In the 1960s, Sweden instituted educational reforms with the intent to create a citizenry bilingual in Swedish and English. Today, ordinary Swedes in everyday situations speak English with a high level of communicative competence. A number of social and affective factors have brought about this result. This article focuses on English language education in the Swedish compulsory school, where the framework and foundation for the achievement of English fluency is established. Oral skills and the practical aspects of English learning are emphasized in the compulsory school curriculum. In class, pupils are encouraged to speak and their reading and writing competence is aided by the functional approach to English teaching.
Changing Practice: Impact of a National Institute on Foreign Language Teacher Preparation for the K‐6 Level of Instruction
Authors: Rosenbusch Marcia Harmon , Kemis Mari , Moran Kelli Jo Kerry
Published: January 2009

Abstract: The almost 10% increase in elementary school foreign language programs in the United States in the past 10 years has resulted in a serious shortage of professionally prepared teachers for these programs. This study investigates the impact of a national institute on effecting change in the number of colleges and universities that prepare elementary school foreign language teachers. The institute provides professional preparation in early language education to teacher educators throughout the nation. Results of survey instruments and telephone interviews with the teacher educator participants indicate that the number of sites that prepare teachers for the early level of instruction did increase and that the institute resulted in many additional positive benefits. The profession is encouraged to work together to address the foreign language teacher shortage at the elementary school level to avoid repeating the crisis of the 1950s and 1960s.
“Same” or “Different”? A Comparative Examination of Classroom Factors in Second Language Settings
Authors: Hotho Sabine
Published: January 2009

Abstract: Although research in the field of second language learning and the practice of foreign language teaching are increasingly predicated on the recognition of individual learner differences, only limited attention has been given to the question whether language learners display significant fluctuations over time in terms of, for instance, attitudes, behaviors, or perceptions concerning their language learning motivation, and whether any such “fluctuations” indicate significant shifts in the learner profile. Nor has there been much significant research dedicated to the question whether language learners differ in their behavior or attitudes towards or perceptions of the second language (L2) classroom depending on their learner or proficiency level or the language they are learning. Although there is thus a tendency in L2 motivation research to emphasize commonalities rather than differences over time and over different L2 learning settings, the present study undertakes to examine whether and to what extent significant differences exist between learners of French, German, and Spanish with respect to a range of motivational or motivation‐related factors and whether the factor time has any significant effect in this. Although the emerging “learner group profiles” confirm stability rather than change, and similarities rather than differences, the findings nevertheless highlight some differences across languages that seem to suggest that while similarities across groups may prevail in a specific socioeducational setting, certain elements of the L2 learning project are of greater immediacy to the learner than others and may thus be more susceptible to variation depending on which language is learned. Such areas may therefore require the particular attention of the teacher and the adjustment of universaiist assumptions about foreign language learning to a language‐specific context.
Culture as Information and Culture as Affective Process: A Comparative Study
Authors: Wright David A.
Published: January 2009

Abstract: This paper describes an application of the Cross‐Cultural Adaptability Inventory or CCAI (Kelley and Meyers 1995a) to measure the effects of two ways to teach about German culture in beginning language courses. A first language (L1) process‐oriented approach and a second language (L2) knowledge‐based approach were implemented in separate classes. Students filled out the CCAI in pretreatment and post‐treatment conditions. Quantitative analyses of results established that the treatment group, taught with constructivist, process‐oriented tasks as articulated in the National Standards (1996), experienced significantly positive results on the CCAI composite score and on two out of four subscales that assess cultural sensibilities. Conversely, the control group, which spent commensurate time working with knowledge‐based orientations characteristic of many textbooks on the market today, experienced a nonsignificant decrease in cultural receptivity in those same CCAI measures.
Converging Evidence: Attitudes, Achievements, and Instruction in the Later Years of FLES
Authors: Donate Richard , Tucker G. Richard , Wudthayagorn Jirada , Igarashi Kanae
Published: January 2009

Abstract: The purpose of this study was to document and evaluate the sixth year of a typical 75‐minute per week FLES (Foreign Language Learning in the Elementary School) program in Japanese as a Foreign Language (JFL). We also sought to contribute generally to the much needed research base on FLES, in particular concerning student achievement and attitudes in the later elementary years. In this article we present results from several data sources to paint a comprehensive picture of the program and of a stable cohort of fourth‐ and fifth‐grade children who have been studying Japanese in elementary school for a six‐year period. To this end, we provide the results of attitude surveys of children, teachers, and administrators; data on parental support for their children's learning of Japanese; proficiency ratings on an end‐of‐year prochievement interview; a comparison of the ratings of the cohort of students over a six‐year period; and student self‐assessment of their performance in Japanese. Against this backdrop, we turn to classroom instruction and, through systematic observation of classes over a seven‐month period, we show how classroom instruction influences the children's later independent performance on measures of proficiency. Finally, we argue that this study of converging sources of evidence provides a sound model of FLES program assessment and leads to a number of implications and recommendations concerning FLES classes. These implications and recommendations may be applicable to other programs and ultimately will lead to critical issues that will have an impact on the future of FLES in the United States.
Revisiting Beliefs about Foreign Language Learning1
Authors: Rifkin Benjamin
Published: January 2009

Abstract: Research on the beliefs of American university students about foreign language learning has been limited in three ways: First, students surveyed have generally been drawn only from beginning language classes. Second, research in this area has been conducted almost exclusively with students of French, German, and Spanish, the beliefs of learners of other languages —such as Arabic, Chinese, Japanese, and Russian — have been largely ignored. Third, published studies have focused on the beliefs of learners at only one institution, rather than at a number of institutions; the results of such studies are, therefore, also likely limited by the local conditions of the given institution. This paper presents an investigation of these three issues. The study is based on a survey of over 1,000 learners of 10 different languages at different levels of instruction in three different institutions. Data collected over a three‐year period are analyzed in order to compare the beliefs about language learning reported by learners in the present study with those held by learners in Horwitz's 1988 study, “The Beliefs about Language Learning of Beginning University Students.” Moreover, this paper presents comparisons of the beliefs of learners in their first year of instruction with the beliefs held by learners at other levels, of the beliefs of learners of commonly versus less commonly taught languages, and of the beliefs of learners at a public research institution with the beliefs of learners at small, private liberal arts colleges.
Contemporary Spain: Lessons for the Business Spanish Student
Authors: García Ana M. Brenes
Published: January 2009

Abstract: This article illustrates how short contemporary literary texts dealing with social, historical, cultural, or political issues can be applied to the development of business language proficiency and cross‐cultural awareness within an international business curriculum. Literature portrays a specific culture and is a rich source of information from which the learner extracts knowledge. This interdisciplinary approach to Business Spanish instruction offers the students the opportunity to master a language and a culture within an international business context.
Virtual Study Abroad 101: Expanding the Horizons of the Spanish Curriculum
Authors: Pertusa‐Seva Inmaculada , Stewart Melissa A.
Published: January 2009

Abstract: The benefits of integrating technology into the foreign language classroom are widely recognized. Similarly, foreign language departments at most institutions view study abroad as highly desirable. Despite our inability to mahe such opportunities a reality for many students, however, little has been done to incorporate study abroad into the curriculum at home. In this paper, we recount our experience with the Segovia Virtual Study Abroad Program as one attempt to use technology to expand the curriculum in this direction. We discuss the practical aspects of the project, including funding and managing the various sections of the website, the specific class assignments associated with the site, the pedagogical benefits to both groups of participants, and other outcomes. The project's success suggests that a course on contemporary Spain might be designed around a virtual study abroad website, incorporating civilization and culture topics and the development of written communication skills. Study abroad would then become part of the larger foreign language curriculum, rather than an experience that only a select minority of students enjoys.
The Effect of Block Scheduling on Foreign Language Learning
Authors: Wallinger Linda M.
Published: January 2009

ABSTRACT  The implementation of block scheduling in many high schools across the United States has caused concern among foreign language teachers. After examining qualitative data that were available on the topic of block scheduling and foreign language learning, the researcher conducted a study wherein she administered end‐of‐course tests in listening, speaking, reading, and writing to 60 classes of students in French I. These students had been instructed according to one of three schedules: the traditional 6‐ or 7‐ period day, the 4times4 block schedule, and the alternating day block schedule. The researcher found that despite students on the traditional schedule having significantly more time for instruction during the course of the year, they did not perform significantly better than the other groups on any of the skills tests. Further data analysis did show, however, that the listening and reading scores of students instructed on the 4times4 schedule fell more frequently in the bottom quartile of the score distribution.
Linguistic Diversity and Inclusion in the Foreign Language Classroom
Authors: Pérez‐Leroux Ana T. , Glass William R.
Published: January 2009

ABSTRACT  Discussions about inclusion in the foreign language classroom should address the issues of linguistic diversity and dialectal sensitivity. Foreign language departments are particularly vulnerable to linguistic conflict, but they can address such conflicts proactively. We argue that a linguistically diverse pool of teachers can work together more effectively by using an additive rather than a subtractive view of linguistic diversity. We discuss models for addressing issues of linguistic diversity in the language classroom. We also offer a set of activities to train new instructors in recognizing and addressing linguistic biases, with the purpose of minimizing their negative consequences in the classroom.
Video in the Proficiency‐Based Advanced Conversation Class: An Example from the Russian‐Language Curriculum
Authors: Rifkin Benjamin
Published: January 2009

ABSTRACT  This article describes the principles underlying the design of an advanced‐level conversation class in Russian and the learning outcomes of the course. After a review of research on proficiency levels attained by foreign language students, the author describes the advanced conversation course, a course geared toward students who have achieved intermediate‐mid or intermediate‐high oral proficiency in the target language and who are striving towards advanced level speech according to the ACTFL oral proficiency guidelines. The article describes the integration of feature films, on video, into the course as the basis of tasks (as defined by Murphy 1993) for student partner work, as well as self‐analyses the students themselves conduct during the course of the semester. While the description of the course focuses on Russian‐language students at the college level, the article describes how the principles illustrated herein can be adapted for use with other languages and at other levels of instruction.
Multicultural, Multiracial High School Students' Feelings toward Hispanic Cultures
Authors: O'Neill Nancy S.
Published: January 2009

ABSTRACT  Culture is “everything humans have learned” (Seelye 1993, 22). How to teach culture in an integrated manner with language study is an ongoing dilemma. Before foreign language educators can successfully teach culture along with language, it is important that we listen to and learn about our growing, diverse student population ‐ to know what cultures and races the students belong to, what understanding they possess about other cultures, and how they feel about themselves and others. In this way, educators may utilize instructional strategies more effectively by building on students' backgrounds, that is, by tapping into what they already know.

A qualitative mode of inquiry was employed in this study. Most of the research investigations in foreign language education have been quantitative in nature; few have been qualitative. Most have dealt with homogeneous populations, mainly white, monolingual, English‐speaking students in nonurban settings. This article reports the views of Hispanic cultures held by a diverse group of eight high school students who were studying Spanish as a foreign language. These eight students' perceptions of Hispanic cultures were culled from comments they made during an instructional activity (e.g., grouping pictures) and an interview, on a questionnaire, and during follow‐up interviews. The participants represented the multicultural, multiracial mix in a large, urban public high school located in the Northeast. The findings overall revealed some degree of empathy on the part of each of the students toward Hispanic cultures. Any feelings of prejudice were related mainly through stereotypes and ethnocentrism. The varying degrees of cultural awareness the students possessed generally were not derived from the foreign language class.
Communicative Tasks, Conversational Interaction and Linguistic Form: An Empirical Study of Thai1
Authors: McDonough Kim , Mackey Alison
Published: January 2009

ABSTRACT  Second language acquisition (SLA) research suggests that some of the processes that occur during conversational interaction may facilitate second language learning. Carrying out communicative tasks designed to promote these processes can provide learners with the opportunity to focus on linguistic form in the context of meaning. Much of the SLA research on conversational interaction and communicative tasks has been carried out with the more commonly taught languages, such as English or Spanish. This article describes a series of communicative tasks designed for use by learners of Thai as a second or foreign language and reports on a study that tested the tasks' effectiveness at providing opportunities for learners to focus on linguistic form during conversational interaction. Finally, practical issues in the implementation of tasks in L2 classroom and research contexts are discussed.
Reading Goals and the Standards for Foreign Language Learning
Authors: Arens Katherine , Swaffar Janet
Published: January 2009

ABSTRACT  The Standards for Foreign Language Learning (1996) provide a new set of guidelines for the curricular development of second language (L2) or foreign language programs that will soon be in place across the United States to describe age‐appropriate levels of student achievement, and against which teacher preparation and rewards will be measured. This essay traces the Standards as a template for an integrated L2 reading curriculum (Grades 4 through 16) and argues for the early inclusion of authentic reading materials in the L2 classroom.

First, we model ways to visualize the cognitive demands that the Standards place on students who attempt to fulfill them when learning to read in a foreign language. After that, with reference to a short reading text (included in the Appendix in the German original and in translation), we trace how these demands must be accommodated across a reading curriculum that spans grades K to 16 and make a case for the Standards as a tool that must be used to describe curricular sequences, not only learner achievement at particular age or grade levels.
Who is Taking French and Why?
Authors: Ossipov Helene
Published: January 2009

Abstract: In the Spring 1996 semester, first‐ and fourth‐semester students at Arizona State University were surveyed to find out why they had chosen to study French, whether they planned to continue studying French, and what courses they would like to see offered. The responses to this survey indicated that our students plan to visit France or a French‐speaking area, that they are most interested in gaining fluency in French, and that they would like to see a variety of classes offered. Although literature classes were a popular option for many students, a considerable number indicated interest in classes in French for special purposes, language classes, and culture classes. These responses tell us that offering a range of diverse classes can attract and retain students in French programs.
Modifying First‐Year Textbook Dialogues along a Hymesian Model of Meaning: A Theory of In‐Depth Language Processing for the L2 Classroom
Authors: Rings Lana
Published: January 2009

Abstract: Many variables beyond words and grammar alone determine our understanding of speech events, or language in a given context. Speakers' “scripts” (established patterns of discourse) and “world” knowlege (the often culture‐specific understanding of verbal and nonverbal constructs) are important features of any meaningful exchange of discourse. This article contends that foreign language learners will produce a higher level of language if they are made aware of — and given the opportunity to manipulate — such extralinguistic variables with regard to the texts they study. Whenever possible, teaching materials (e.g., textbook dialogues, autotaped or videotaped texts) should include the context‐based information necessary for higher‐level language processing. The author also describes a “stop‐gap” teaching strategy by which students imagine and describe the full import of “decontextualized” examples of the foreign language. Finally, a tentative model for research on context‐based language learning is presented.
Electronic Mail in Foreign Language Writing: A Study of Grammatical and Lexical Accuracy, and Quantity of Language
Authors: Gonzälez‐Bueno Manuela , Pérez Luisa C.
Published: January 2009

Abstract:This article describes an experiment that observed the effects of dialogue journaling through electronic mail on the language produced by learners of Spanish as a second language, compared with the paper‐and‐pencil version of the technique. The authors statistically analyzed the quality and quantity of discourse generated via the electronic and the traditional (i.e., paper‐and‐pencil) medium. The primary objective was to determine whether the use of electronic mail had any effect on grammatical accuracy, appropriate use of vocabulary, and language productivity. In addition, the participants completed a written survey at the end of the semester that elicited their opinions of the program's effectiveness. It was found that the electronic version of dialogue journals had a significantly positive effect on the amount of language generated by the students, and that it improved students' attitude towards learning and practicing the target language. However, the electronic version of dialogue journals did not seem to pose any significant advantage over the paper‐and‐pencil version with regard to lexical and grammatical accuracy.
Putting NAFTA to Work in the Foreign Language Classroom
Authors: Strohm Barbara A.
Published: January 2009

Abstract: In our scramble to incorporate state‐of‐the‐art technology in all classrooms, we overlook product labels, which are useful, authentic cultural artifacts. Package labeling has changed since the the adoption of the North American Free Trade Agreement (NAFTA): Post‐NAFTA bilingual or trilingual labels meet the cognitive and affective needs of novice to intermediate learners as they explore new facets of North American culture. Such labels provide informal exposure to the second language, as well as comprehensible linguistic and cultural input. This article describes their use in content‐enriched instruction (CEI) in Spanish classes.
Content‐Based Instruction: Can it Help Ease the Transition from Beginning to Advanced Foreign Language Classes?
Authors: Dupuy Beatrice C.
Published: January 2009

Abstract: This article examines content‐based instruction as a possible strategy for easing students' transition from beginning to advanced foreign language courses, as well as for developing students' interest in pursuing language study beyond those courses sponsored and protected by an institutional foreign language requirement. Four principal sections organize this article. First, the theoretical underpinnings of content‐based instruction are reviewed. In the second section, four common content‐based instruction models are outlined and compared. The third section examines recent research findings in content‐based instruction and offers advice on how to implement a content‐based instruction program in a university context. The final section highlights future research needs.
Language Teaching and Learning Diaries: French Conversation from Two Different Perspectives
Authors: Lally Carolyn Gascoigne
Published: January 2009

Abstract: A major concern within the language teaching profession is the need to narrow the divide between research and teaching. Language teaching and learning diaries are an important mechanism of altering the traditional hierarchical flow of information from the researcher to the teacher. The following study presents and compares findings from both teaching and learning diaries from French conversation courses, thus assembling and evaluating the perspectives of teacher; student, and researcher.