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Publisher: eScholarship   (Total: 54 journals)   [Sort by number of followers]

Showing 1 - 54 of 54 Journals sorted alphabetically
Asian Pacific American Law J.     Open Access   (Followers: 2)
Berkeley Planning J.     Open Access   (Followers: 5, SJR: 0.105, CiteScore: 0)
Berkeley Review of Education     Open Access   (Followers: 7)
Berkeley Scientific J.     Full-text available via subscription  
Berkeley Undergraduate J.     Full-text available via subscription   (Followers: 1)
Berkeley Undergraduate J. of Classics     Open Access   (Followers: 6)
California Agriculture     Open Access   (Followers: 2, SJR: 0.451, CiteScore: 1)
California Italian Studies J.     Full-text available via subscription   (Followers: 6)
Carte Italiane     Open Access   (Followers: 4)
Chicana/o-Latina/o Law Review     Open Access   (Followers: 2)
Cliodynamics     Open Access   (Followers: 1, SJR: 0.267, CiteScore: 0)
Critical Planning     Open Access   (Followers: 5)
Dermatology Online J.     Open Access   (Followers: 1, SJR: 0.327, CiteScore: 1)
Electronic Green J.     Open Access   (Followers: 3, SJR: 0.101, CiteScore: 0)
Empowering Sustainability Intl. J.     Open Access   (Followers: 2)
Global Societies J.     Open Access  
HAUNT J. of Art     Open Access   (Followers: 1)
Himalayan Linguistics     Open Access   (SJR: 0.249, CiteScore: 0)
InterActions: UCLA J. of Education and Information     Open Access   (Followers: 19, SJR: 0.1, CiteScore: 0)
Intl. J. of Comparative Psychology     Open Access   (Followers: 1)
J. for Learning Through the Arts     Open Access   (Followers: 7)
J. of Citrus Pathology     Open Access  
J. of Critical Mixed Race Studies     Open Access   (Followers: 3)
J. of Islamic and Near Eastern Law     Open Access   (Followers: 4)
J. of Scholarly Perspectives     Open Access  
J. of Transnational American Studies     Open Access   (Followers: 3, SJR: 0.118, CiteScore: 0)
L2 J.     Open Access   (Followers: 5)
Languages of the Caucasus     Open Access  
Lucero     Open Access  
Mester     Open Access  
National Black Law J.     Open Access   (Followers: 1)
New German Review : A J. of Germanic Studies     Open Access   (Followers: 2)
Nutrition Bytes     Open Access   (Followers: 5)
Pacific Basin Law J.     Open Access  
PaleoBios     Open Access   (Followers: 1)
Paroles gelées     Full-text available via subscription  
Places     Full-text available via subscription   (Followers: 5)
Room One Thousand     Open Access  
San Francisco Estuary and Watershed Science     Open Access   (SJR: 0.835, CiteScore: 2)
Spaces for Difference: An Interdisciplinary J.     Open Access  
Streetnotes     Open Access   (Followers: 1)
Structure and Dynamics: eJ. of Anthropological and Related Sciences     Open Access   (Followers: 2, SJR: 0.208, CiteScore: 0)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
Textos Híbridos : Revista de estudios sobre la crónica latinoamericana     Open Access  
TRANSIT     Open Access  
Transmodernity : J. of Peripheral Cultural Production of the Luso-Hispanic World     Open Access   (Followers: 2)
UC Merced Undergraduate Research J.     Open Access  
UCLA Entertainment Law Review     Open Access  
UCLA Historical J.     Open Access   (Followers: 1)
UCLA Women's Law J.     Open Access   (Followers: 2)
Ufahamu : A J. of African Studies     Open Access   (Followers: 2)
Voices     Open Access   (Followers: 1)
Western J. of Emergency Medicine     Open Access   (Followers: 8, SJR: 0.664, CiteScore: 1)
World Cultures eJ.     Full-text available via subscription  
Journal Cover
L2 Journal
Number of Followers: 5  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2190-4677
Published by eScholarship Homepage  [54 journals]
  • General Editor's Introduction

    • Abstract: In this September issue of the L2 Journal, we are happy to publish contributions to all three categories of papers featured in this journal: General research articles, Pedagogic reports, and Instructors’ perspectives essays.
      PubDate: Mon, 10 Sep 2018 00:00:00 +000
       
  • Publishing Language Textbooks: Reflections from a Language Road Warrior

    • Abstract: This Instructors Perspectives' essay from Robert Blake initiates a discussion on publishing language textbooks. It is followed by responses from Annamaria Bellezza, Nikolaus Euba, and Mark Kaiser.
      PubDate: Mon, 10 Sep 2018 00:00:00 +000
       
  • Introduction to the Special Issue

    • Abstract: This special volume on “Living Literacies” is an addendum to an existing body of work in L2 education that has amassed over the past few decades, which makes a collective case that literacy ought to be a central pedagogical objective for language and culture curricula. This has been a particularly predominant discourse in collegiate foreign language teaching, where the calls for a paradigm shift are often directly coupled with critiques of the bifurcated curricular models that have long shaped foreign language departments (e.g., Allen & Paesani, 2010; Kern, 2000, 2003), though interest in L2 literacy over the past couple of decades has also been associated with broader discussions around advanced linguistic development (e.g., Byrnes, 2005; Byrnes, Maxim, & Norris, 2010; Maxim, 2009) and in particular, language learning for specific or academic purposes (Hyland, 2007; Yasuda, 2011).The articles in this volume contribute to these ongoing discussions by focusing...
      PubDate: Fri, 11 May 2018 00:00:00 +000
       
  • Preface to the Special Issue

    • Abstract: It is my great pleasure to present to our readers this Special Issue of the L2 Journal on Living Literacies: L2 Learning, Textuality, and Social Life, guest edited by Chantelle Warner and Kristen Michelson.
      PubDate: Fri, 11 May 2018 00:00:00 +000
       
  • Thanks to Reviewers

    • Abstract: The individuals listed here served as referees for the L2 Journal in the calendar year 2017. We wish to express our sincere gratitude for their important contributions to the quality of the articles published in this journal.
      PubDate: Sat, 3 Feb 2018 00:00:00 +0000
       
  • Textual Borrowing and Perspective-Taking: A Genre-Based Approach to L2
           Writing

    • Abstract: This qualitative study explored the impact of reading on writing in a collegiate French culture course that emphasized genre-based writing pedagogy. In particular, the study focused on how 19 advanced collegiate learners of French used model text resources in writing a letter-manifesto and what their perceptions were of participation in genre-based writing instruction. Based on this study's findings, the authors make an argument for how genre-based pedagogy can facilitate advanced literacy development in a FL. They also highlight challenges of this pedagogy and directions for future research and implementation in collegiate FL programs. 
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Examining the Effectiveness of Corpus-Informed Instruction of Reporting
           Verbs in L2 First-Year College Writing

    • Abstract: Previous research has shown that developing second language (L2) academic writers use a limited set of reporting verbs in comparison to more advanced writers (Biber & Reppen, 1998; Hinkel, 2003; Kwon, Staples, & Partridge, 2018; Neff et al., 2003; Staples & Reppen, 2016). These writers also tend to rely on verbs that are typical for conversation (Biber et al., 1999). The present study examines the effects of corpus-informed instruction on developing L2 writers’ learning of reporting verbs in a first-year writing course by comparing drafts of literature reviews before and after a workshop. The forty-five-minute workshop was designed to improve L2 writers’ lexical and functional uses of reporting verbs using corpus-informed materials. The researchers compared the literature review drafts written by 40 students who participated in the workshop to 38 randomly chosen drafts from our corpus. The results show an increase in the experimental groups’ reporting verb lexical...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Mobile Language Learning: The Medium is ^not the Message

    • Abstract: This paper repositions McLuhan’s (1964/1965) extension theory of technology in the context of mobile (-assisted) language learning (MALL), and explores whether and how the medium (i.e., the mobile device) impacts the message (i.e., the target language) and the means by which it is taught in MALL. A survey of recommended commercial MALL apps generated four top-ranked apps, which were reviewed, then trialed in an autoethnographic study of learning Italian to explore how language, communication, and language pedagogy were theorized, enacted, and assessed in each app. On the whole, MALL apps were found to repackage outdated language teaching pedagogies, and failed to capitalize on the affordances of mobile connection apart from piecemeal incorporation of gamification strategies and social media links. The article concludes with a call for professional educators to harness, not just consume, mobile technologies towards informed design-oriented MALL pedagogies. 
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • How Language Teacher Identities Conflict in Light of Bourdieu’s Concepts
           of Habitus, Capital, and Field

    • Abstract: Adopting Bourdieu’s (1986, 1977) concepts of habitus, field, and capital as a framework, I reflect on my multiple fluid identities as I study, teach, and live within two socially, culturally, and politically distinct places (Iraq and the United States). I examine my privileged and/or marginalized self throughout my journey and the way this privilege/marginalization influences my language teaching and learning experiences. The narratives used in this paper include poems I wrote, my literacy autobiography, and a few Facebook posts. Through my reflection, I provide an example of identity construction of a scholar and a teacher as he inhabits multiple space and places.
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Literacy-based Curricula in University Foreign Language Instruction:
           Perceptions from Non-Tenure-Track Faculty

    • Abstract: Recent scholarship has underscored the need for a new paradigm in university foreign language programs and put forward literacy as a necessary curricular goal (e.g., Byrnes, Maxim, & Norris, 2010; Kern, 2000; Paesani, Allen, & Dupuy, 2016; Swaffar & Arens, 2005). In light of the high percentage of courses they teach, non-tenure-track faculty (NTTF) are instrumental to implementing new curricular paradigms. As such, knowing how they understand literacy and its role in foreign language education is essential to advancing the implementation of literacy-based pedagogies. This study reports on how non- tenure-track faculty conceptualized literacy during a 2.5 month Professional Learning Circle (PLC). Sociocultural and cognitive dimensions of literacy dominated the ways in which participants conceptualized literacy and its associated pedagogies; linguistic dimensions were backgrounded. Findings suggest that in order for a literacy turn to take hold, NTTF need opportunities...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Against the Odds: Literacy Sponsorship in One Migrant Student’s
           Trajectory to College

    • Abstract: Ivan (pseudonym), the son of Mexican migrant farmworkers, rarely spent more than six months in the same school and by high school was still classified as an English language learner. This article traces Ivan’s experiences as a language learner and writer, telling his story in his own words through his writing and ethnographic data collected during his junior year of high school and his first year of college. I examine how literacy sponsors (Brandt, 2001) helped or impeded his reading and writing as he worked to change his life. Through Ivan’s writing and oral reflections, I argue that rather than solely supporting their reading and writing development, literacy sponsors for immigrant second language writers support learners as a whole. Central to Ivan’s evaluation of his literacy sponsors is the role of caring relationships—or lack thereof—that endured longer than the technical literacy skills he learned from any one sponsor. 
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Developing Pragmatic Competence in an Instructed Setting: The
           Effectiveness of Pedagogical Intervention in Greek EFL Learners’ Request
           Production

    • Abstract: Using a short pedagogical intervention, a pretest-posttest design and baseline data (L1 English), the present study examined the effects of explicit instruction on the use of internal and external modification in requests among Greek Cypriot EFL learners. The findings revealed a complex picture with mixed results. Even though external modification showed some positive effects after the intervention, the study revealed no gains in relation to the overall use of internal modification as the learners’ overall use of lexical/phrasal mitigators deviated even more from NS usage after the pedagogical treatment. We argue that, in relation to the learners’ pragmalinguistic performance, the results seem to confirm the fact that surrounding factors such as the duration, quantity and quality of the pedagogical intervention play a complex role in accounting for such mixed findings. Results further showed that the way learners perceived social reality was not affected...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Developing Academic Literacy and Researchers' Identities: The Case of
           Multilingual Graduate Students

    • Abstract: A growing number of bilingual and multilingual national and international students are enrolling in graduate programs in the United States, creating an urgent need to understand how these writers build knowledge of unfamiliar academic genres and become part of their disciplinary academic communities (Selony, 2014). Such students struggle with specific-to-the-discipline composition of written texts, exerting their agency in new academic tasks, and research identity issues. Following an activity theory framework, this case study investigates how three graduate students with diverse educational, cultural, and linguistic backgrounds (Spanish as L1, L2, and heritage language and English as L1, L2, and dominant language) experienced these processes and overcame obstacles by examining (1) the goals as students’ understanding of the research project evolved, (2) the construction of students’ identities as researchers, and (3) the impact of goals and identity on their investment in...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Reflections on a Career in Second Language Studies: Promising Pathways for
           Future Research

    • Abstract: This paper highlights a series of areas deemed worthy of attention by language researchers. In some cases the research effort would entail following up on studies initiated some years ago and in other cases the effort would involve relatively new research thrusts. The paper includes ideas about research regarding: (1) pathways to success in language learning – language learners as informed consumers, the role of motivation in the L2-FL interface, the language of thought for learning the target language, the impact of L2/FL error correction over time, the use and impact of websites accessed in support of language learning, and language attrition over time; (2) language learner strategies – the fluctuating functions of strategies, refining strategies for language learning, the language strategies of hyperpolyglots, and test-taking strategies; and (3) pushing the envelope with regard to TL pragmatics – the less researched speech acts, the effects of...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Unraveling the Affordances of 'Silas Marner' in a Japanese University EFL
           Context

    • Abstract: Graded readers, simplified versions of literature and other texts at graduated levels of difficulty, are widely employed in contexts of foreign language pedagogy and are widely considered to be a form of written-language input ostensibly suitable for a wide array of developmental stages. However, the efficacy of graded readers is not unchallenged, among which criticisms is that the language in a graded work of literature is, by nature, aesthetically inert and inauthentic, in comparison to the original. Still, from an L2 literacies-development perspective, could one not justifiably accept that aesthetic impoverishment and inauthenticity are reasonable, perhaps also unavoidable, compromises' Practically, what, for example, could a typical intermediate-level learner of EFL be expected to glean from a nineteenth-century English novel' Would the language-learning needs of this learner not be better addressed through engagement with an appropriately graded version of the same novel,...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Multiliteracies in Action at the Art Museum

    • Abstract: This paper presents a narrative account of teaching-researching-learning processes in practice, in the context of a language teacher development program at the Louvre Museum in Paris, France. Approaching L2 literacies as the interplay of intersubjective, sensory, and embodied experiences of language users in their situated encounters with symbolic forms at the art museum, the paper explores pedagogical pathways towards multiliteracies through encounters with art at the museum, as teachers walk, talk, learn and design together. It illustrates the implementation of a pedagogy of multiliteracies, as viewers/readers engage deeply with museum texts. 
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Designing Meaning and Identity in Multiliteracies Pedagogy: From
           Multilingual Subjects to Authentic Speakers

    • Abstract: 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 written on the first day of the course; (2) the transcript of their annotated comments about the poem; (3) their essays comparing the French poem to an English translation; and (4) their retrospective analysis about the effects of the multiliteracies lesson and course. The essay begins with a review of the Multiliteracies Framework, and the concepts of the multilingual subject and the authentic speaker. Next, the essay turns to a description of the subjective experiences of the two learners. Finally, the essay illustrates how the two students filtered the poem through their own subjectivities to arrive at a new sense of multilingual authenticity.
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Teaching a Film Clip in a Multiliteracies Framework

    • Abstract: Working within a multiliteracies framework, this paper moves beyond the traditional concerns with comprehension of a video text or the use of video for communicative purposes and demonstrates how a film clip might be used in a language classroom to explore the meaning-making process in film. Specifically, I investigate how language, filmic devices, and the representation of culture come together to create a cohesive text, and how an exploration of a clip’s meaning contributes to the development of students’ translingual/transcultural and symbolic competences. 
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Exploring Digital Literacy Practices via L2 Social Reading

    • Abstract: This exploratory study analyzes the digital literacy practices that resulted from learner-learner interactions within a virtual environment when collaboratively reading eighteen Spanish poems via a digital annotation tool over a four-week period in a college-level Hispanic literature course. Using an ecological theoretical perspective and centering on the affordance construct (van Lier, 2004), we investigate how linguistic characteristics of the poems affect the nature of learners’ annotations and also analyze how learners’ written comments/annotations change over time when engaging in L2 social reading. Findings suggest that when the lexical diversity of the poems increased, the number of literary affordances that emerged in learners’ annotations decreased. Statistical analyses also revealed that the total number of errors and the lexical diversity of learners’ written annotations did not change when looking at the class as a whole. However, change in writing was noted at...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
  • Marginalization of Local Varieties in the L2 Classroom: The Case of U.S.
           Spanish

    • Abstract: The United States is one of the world’s most populous Hispanophone countries, with over 35 million Spanish-speakers. In addition, Spanish is the most widely taught foreign language in the United States, with more students enrolled in Spanish at the higher-education level than in all other modern languages combined. How, then, is the United States’ status as a top Spanish-speaking country reflected in the treatment of sociolinguistic variation in Spanish as a Foreign Language (SFL) curricula at the university level' This case study of a large, public university in the Southwest, which is home to an SFL program among the largest in the country, explores that question using a two-tiered approach. First, an analysis is conducted to examine the ideological underpinnings of how varieties of U.S. Spanish are presented in beginner and intermediate SFL textbooks used at the university. Second, focus groups of SFL instructors are conducted to gain insight into their beliefs and practices...
      PubDate: Mon, 1 Jan 2018 00:00:00 +0000
       
 
 
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