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Quan, Tracy – L2 Journal, 2019
Why learners return from study abroad (SA) with varying degrees of second language (L2) gains or differing attitudes towards the target language and culture remains an open question. This study employs theories of identity (Kinginger, 2013) and investment (Darvin & Norton, 2015; Norton Peirce, 1995) to examine the case of three learners of…
Descriptors: Study Abroad, Second Language Learning, Language Proficiency, Student Attitudes
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Blyth, Carl – L2 Journal, 2018
This essay examines textual engagement of two students during a Multiliteracies lesson on a French poem ("Liberté", Paul Eluard) in terms of the "multilingual subject" (Kramsch, 2009) and "the authentic speaker" (Van Compernolle, 2016). The case studies are based on personal data: (1) the students' autobiographies…
Descriptors: Multiple Literacies, Self Concept, Poetry, Multilingualism
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Schwartz, Adam; Boovy, Bradley – L2 Journal, 2017
An interactive exhibit at a university's "World Language Day" challenges systems of privilege that organize the study of "foreign" and "world" languages. Through discursive framing, participants' written responses reveal an alignment with hegemonic ideologies of race and nation that elevate English monolingualism as a…
Descriptors: Monolingualism, Second Language Learning, Second Language Instruction, English
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Sato, Shinji; Hasegawa, Atsushi; Kumagai, Yuri; Kamiyoshi, Uichi – L2 Journal, 2017
In this article, we seek to reconceptualize content-based instruction (CBI) curricula and practices from a critical perspective. Further, we propose developing criticality as an essential component of CBI, advocating for an approach we call critical content-based instruction (CCBI). While the importance of CBI has long been recognized, previous…
Descriptors: Teaching Methods, Course Content, Second Language Learning, Second Language Instruction
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Étienne, Corinne; Vanbaelen, Sylvie – L2 Journal, 2017
This study, conducted in a 300-level college French class with 15 students, builds on previous research on symbolic competence (Kramsch, 2009, 2011). Using a film scene and a "Semiotic Gap Activity," we examine how students construct meaning. What do students prioritize? What do they bring from their past symbolic representations? Are…
Descriptors: French, College Students, Second Language Instruction, Learning Processes
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Scarino, Angela; Liddicoat, Anthony J. – L2 Journal, 2016
Understanding and working with the complexity of second language learning and use in an intercultural orientation necessitates a re-examination of the different theories of learning that inform the different schools of second language acquisition (SLA). This re-examination takes place in a context where explicitly conceptualizing the nature of…
Descriptors: Second Language Learning, Second Language Instruction, Interdisciplinary Approach, Learning Theories
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Vinall, Kimberly – L2 Journal, 2016
Cultural and literary texts are used in the foreign language classroom to support learners' language development, cultural awareness, and reading comprehension. While classroom activities frequently facilitate a literal understanding of facts and events, these texts offer another potential level of analysis: symbolic dimensions, which focus on how…
Descriptors: Second Language Instruction, Spanish, Teaching Methods, Cultural Awareness
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Bae, Sohee; Park, Joseph Sung-Yul – L2 Journal, 2016
Since the late 1990s, early study abroad (ESA) in English-speaking countries has been a popular educational strategy for pre-university Korean students to acquire important language skills such as global English, which is imagined to help them prepare for the competition in global educational and occupational market. However, as ESA, commonly…
Descriptors: Social Status, Cultural Capital, Multilingualism, Study Abroad
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Back, Michele – L2 Journal, 2016
Symbolic competence (Kramsch, 2009, 2011) has been proposed as a crucial addition to world language learning, as it enables a language learner to negotiate the complex symbolism of words, expressions, and discursive events from the target culture in order to reference them effectively and in the appropriate contexts. However, fostering symbolic…
Descriptors: Competence, Second Language Learning, Interaction, Peer Teaching
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Martinsen, Rob A. – L2 Journal, 2015
This article investigates a project that used student-centered teaching and languages for specific purposes to increase university students' motivation to study Spanish and willingness to communicate. After reflecting on their personal goals and interests, students were required to choose a purpose or context in which they might use Spanish in…
Descriptors: Spanish, Second Language Instruction, Student Centered Learning, College Students
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Hollander, Inez Gijsberdina – L2 Journal, 2014
In this paper, the author shares some of the pedagogical ironies she has experienced while teaching Dutch on an American university campus.
Descriptors: Indo European Languages, Second Language Instruction, Language History, Second Language Learning
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Michelson, Kristen; Dupuy, Beatrice – L2 Journal, 2014
Recent scholarship has proposed a pedagogy of multiliteracies to frame FL curricula and instruction, and encourage critical reflection about language use through a variety of discourses and textual genres. One pedagogical framework conducive to fostering learners' intersemiotic awareness is Global Simulation (GS). GS consists in the creation of a…
Descriptors: Multiliteracies, Second Language Instruction, French, Simulation
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Kaiser, Mark; Shibahara, Chika – L2 Journal, 2014
This paper suggests new ways filmic texts might be employed in advanced foreign language classes. Typically, film has been seen as source material for broadening students' vocabulary or for developing communicative competence. This paper considers what a close reading of a filmic text might offer foreign language educators and students by…
Descriptors: Films, Advanced Courses, Second Language Learning, Second Language Instruction
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Zamboni, Camilla – L2 Journal, 2014
In this article, I will discuss the importance of the fundamental aspect of "bridging" in the wider context of language teaching. I will use "bridging" particularly in terms of cultural differences and underline the pivotal role of specific techniques, in a language class as well as in a pedagogy class or seminar, to help…
Descriptors: Cultural Differences, Second Language Instruction, Native Speakers, Cultural Awareness
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Barahona, Byron A. – L2 Journal, 2014
This article discusses the perilous legitimacy and professional vulnerability of the foreign-born Spanish instructor in the U.S. First, it examines the academic goals of language and in particular Spanish departments regarding the development of language proficiency, the study of cultural values of the Spanish-speaking world, and the place of…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Language Teachers
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