for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: eScholarship   (Total: 18 journals)   [Sort by number of followers]

Showing 1 - 18 of 18 Journals sorted alphabetically
Berkeley Scientific J.     Full-text available via subscription  
Berkeley Undergraduate J.     Full-text available via subscription   (Followers: 1)
California Agriculture     Open Access   (Followers: 2)
California Italian Studies J.     Full-text available via subscription   (Followers: 5)
Electronic Green J.     Open Access   (Followers: 5, SJR: 0.115, h-index: 8)
InterActions: UCLA J. of Education and Information     Open Access   (Followers: 26)
J. for Learning Through the Arts     Open Access   (Followers: 7)
J. of Transnational American Studies     Open Access   (Followers: 3, SJR: 0.174, h-index: 5)
L2 J.     Open Access   (Followers: 5)
Nutrition Bytes     Open Access   (Followers: 5)
Places     Full-text available via subscription   (Followers: 4)
San Francisco Estuary and Watershed Science     Open Access   (SJR: 0.233, h-index: 2)
Spaces for Difference: An Interdisciplinary J.     Open Access   (Followers: 1)
Streetnotes     Open Access   (Followers: 1)
Structure and Dynamics: eJ. of Anthropological and Related Sciences     Open Access   (Followers: 2)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
TRANSIT     Open Access  
World Cultures eJ.     Full-text available via subscription  
Journal Cover L2 Journal
  [5 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2190-4677
   Published by eScholarship Homepage  [18 journals]
  • Afterword: Where Do We Go from Here'. Vinall, Kimberly; Heidenfeldt,
           William

    • Abstract: The focus of this special issue as posed in the call for papers highlighted explorations of symbolic competence at several levels: theory; teaching and learning practices; and research. In this Afterword, we consider these levels central to our reflections on the particular contributions of this special issue as well as to considerations of future areas of inquiry. The guiding questions for each included: Theory: How can symbolic competence be further theorized'Teaching and learning practices: What is the relevance of symbolic competence to the language classroom' Research: How do we conduct research on symbolic competence, its theoretical potentials and limitations, in relationship to classroom learning and pedagogical practices' The articles in this special issue have made significant contributions in responding to these questions. These articles all grapple with theorizations of symbolic competence in relationship to questions of symbolic representation and language users’ understandings of the relationshi...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Beyond a Tolerance of Ambiguity: Symbolic Competence as Creative
           Uncertainty and Doubt. Richardson, Diane

    • Abstract: Tolerance of ambiguity has been referred to as “the indispensable component of symbolic competence” (Kramsch, 2006, p. 251) and the recommendation was later made for college-level language instructors interested in emphasizing symbolic competence in their classrooms to “bring up every opportunity to show complexity and ambiguity” (Kramsch, 2011, p. 364). Within foreign language (FL) education, however, there is often a tendency to encourage negotiation of meaning in intercultural communication as a means of overcoming ambiguity. Yet ambiguity is an integral attribute of poetic and academic language as well as of day-to-day interactions, and embodies the very experience of language learning. Thus, FL pedagogies that incorporate the notion of symbolic competence emphasize that ambiguity—that is, multiplicity or indeterminacy of meaning—is not to be reduced, solved, or overcome. Rather, it should be promoted in order to emphasize the creative, productive side of the accompanying uncertainty and doubt. This can l...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Exploring Symbolic Competence: Constructing Meaning(s) and Stretching
           Cultural Imagination in an Intermediate College-Level French Class.
           Étienne, Corinne; Vanbaelen, Sylvie

    • Abstract: This study, conducted in a 300-level college French class with15 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 they aware of their own perspectives'  What do they gain from the activity'   Students were divided into three groups.  Each group worked on only one component of the scene (soundtrack and script; subtitles; or scene without sound) and stretched its imagination to answer a questionnaire about the meaning of the scene compensating for the semiotic gap. Groups shared their findings before they viewed the original scene with all components present.  Finally, students responded to a Post-Viewing Questionnaire .   Data originated from answers to the questionnaires and instructor’s notes.  Findings showed students’ minute description of their component. How...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Introduction to the Special Issue. Heidenfeldt, William; Vinall, Kimberly

    • Abstract: Over a weekend in April 2015, a community of over one hundred language instructors, language learners, and applied linguists gathered at the University of California, Berkeley, to celebrate the ongoing teaching, research, and service of Claire Kramsch. Several panels took on the challenge of responding to and exemplifying Kramsch’s research in applied linguistics, contributions to language and culture teaching, and service to the community of language educators. The panels presented new studies that shed light on different strands of her interests in applied linguistics: the relationships between technology and second language (L2) learning; the ongoing construction of the multilingual subject; and, history, historicity, and foreign language education. One implicit thread that linked all the panels together—directly addressed by some panelists—was the relationship between language and symbolic power. For instance, papers such as “Language, power, and the development of disciplinary textual practices” (...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Le Pouvoir du Théâtre: Foreign Languages, Higher Education, and
           Capturing the Notion of Symbolic Competence. Keneman, Margaret Lynn

    • Abstract: The study of foreign languages has historically been a cornerstone in higher education for a variety of very good reasons, one being that it will help students develop a sensitivity to diversity. This rationale is compelling in theory, but requires a practical approach for instruction that actually guides students towards such a learning outcome. Current research (e.g., Byrnes, 2006; Kramsch, 2006; Swaffar, 2006) has argued that the traditional focus on the development of communicative competence often promotes a functional understanding of the target language and dominant cultural values, thereby obscuring examples of linguistic ambiguity, power dynamics, and even cultural diversity. According to Kramsch (2009) these concepts can be highlighted by prioritizing symbolic competence, which is the “...ability to draw on the semiotic diversity afforded by multiple languages to reframe ways of seeing familiar events, create alternative realities, and find an appropriate subject position ‘between languages,’ so to ...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Performing Deafness: Symbolic Power as Embodied by Deaf and Hearing
           Preschoolers. Johnson, Jennifer T.

    • Abstract: Symbolic competence, “the ability to actively manipulate and shape one’s environment on multiple scales of time and space” (Kramsch & Whiteside, 2008, p. 667), offers researchers and educators the ability to understand how learners position themselves. This positioning involves a vying for semiotic resources as a means to question established constructs and re-signify or reframe them (Kramsch, 2011). Theorizations of symbolic competence have thus far given limited attention to the multimodal dimensions of intercultural communication in action, that is, during the process of positioning. In this study, I utilize the operating principles of symbolic competence (positioning, historicity, reframing, and transgressions) to explore the embodied uses of symbolic power (Bourdieu, 1982) in multimodal interactions between deaf and hearing preschoolers. Specifically, this project asks: What understandings are we offered through an analysis of symbolic power in the multimodal dimensions (the visual, auditory, tactile, an...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Preface to the Special Issue. Kramsch, Claire

    • Abstract: It is with immense pleasure that I present to you this special issue of the L2 Journal on “Symbolic Competence: From theory to pedagogic practice,” guest edited by William Heidenfeldt and Kimberly Vinall. This special issue has been a magnificent labor of love. When, in preparation for my retirement from UC Berkeley in April 2015, the Berkeley Language Center community contemplated putting together a Festschrift in my honor, my colleagues, my graduate students and I agreed that a conference would be a much better idea - one that reflected more appropriately the intense intellectual exchanges we had had together over the years. That conference titled “ClaireFest” took place on 17-18 April 2015 in Dwinelle Hall. It offered a host of exciting scholarly papers, moving testimonies of professional teachers, and heart-warming stories of experience. But the idea of having something in print to commemorate the event remained. Thanks to Rick Kern, the director of the BLC, the idea of having a special issue of the L2 Jo...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Teaching Strategies to Develop Inquiry and Literacy Skills: Languaging in
           Foreign Language Immersion Education. Husbye, Nicholas; Dorner, Lisa M.

    • Abstract: One-way, or foreign language, immersion schools face unique challenges as they seek to support the literacy development of their students. This manuscript draws on sociocultural theories of literacy development and the concept of languaging, the process of using language to make meaning. Working with two classrooms over one semester, we asked: How were fifth-grade students using language to make meaning and develop new skills during literacy activities' Where and when did students apply their learning' Teaching the strategies in English, the authors posit, provided students with moments of languaging, or talk about language, that allowed them to transfer certain strategies to target language instruction. Examples from our work demonstrate how explicit languaging about literacy strategies in English helped students to develop new research skills, which they later applied to inquiry projects completed in their school’s immersion language. However, while we witnessed students’ languaging in reference to literacy...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • The Effects of L2 Proficiency on Pragmatics Instruction: A Web-Based
           Approach to Teaching Chinese Expressions of Gratitude. Yang, Li

    • Abstract: This study investigated whether the effects of pragmatics instruction delivered via a self-access website in a Chinese as a foreign language learning environment vary according to learners’ language proficiency. The website provided learners with explicit instruction in how to express gratitude appropriately in Chinese and offered them pragmatic consciousness-raising activities for practice. Two groups of learners who differed in Chinese proficiency received the instruction over five weeks. The results showed that all learners produced more appropriate expressions of gratitude and used more varied thanking strategies in the posttest, but higher-level learners benefited more from the instruction in both pragmatic awareness and production. In their reflective e-journals, learners reported the promising possibilities of using websites as a tool for teaching pragmatics in foreign language contexts.  
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill
           Development: A Pilot Study. Mishima, Masakazu; Cheng, Lixia

    • Abstract: This pilot study explored the instructional value and potential of a computer-mediated shadowing activity for improving English as a Second Language (ESL) learners’ speech intelligibility. Prospective International Teaching Assistants (ITAs), who were enrolled in an ESL classroom communication class at a large public, completed a computer-mediated shadowing activity using two web resources, Go Animate and TED talks. Then, these adult ESL participants were surveyed on their perceptions of the efficacy of this shadowing activity for improving their pronunciation, intonation, rhythm, and fluency. In addition, participants’ speech samples recorded during the shadowing activity were independently rated by certified ESL speaking exam raters. The evaluation results, including holistic proficiency scores and rater comments, were analyzed in terms of pronunciation, prosodic control, and overall intelligibility of the speech samples. Although the study is inconclusive, findings from this case study suggest that the com...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Business Spanish in the Real World: A Task-Based Needs Analysis. Martin,
           Alexandra; Adrada-Rafael, Sergio

    • Abstract: The growing demand for Spanish for Specific Purposes (SSP) courses at universities in the United States in the last two decades (Klee, 2015) has brought to light the need for more theoretically driven research in this field, which can inform pedagogical decisions and materials design. The present study conceptually replicates Serafini and Torres (2015), adopting a Task-Based Language Teaching (TBLT) approach to instructional design, and it aims to contribute to the under-researched field of SPP by a) performing a needs analysis (NA) of a university business Spanish course at two institutions, and b) creating a semester-long syllabus, which better equips non-expert instructors to teach their business Spanish courses. Results indicated that of the total 40 target tasks cited in the first phase of the NA, 21 were reported to be very commonly performed by at least 30% of the respondents in the second phase. These 21 tasks were regrouped and categorized into five more abstract, super-ordinate target task types tha...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Mapping Monolingualism within a Language/Race Cartography: Reflections and
           Lessons Learned from ‘World Languages and Cultures Day’. Schwartz,
           Adam; Boovy, Bradley

    • Abstract: 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 proxy for a White, virtuous cultural order within which ‘World language’ education safely—and additively—finds its place.  
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Negotiating Power In L2 Synchronous Online Peer Response Groups. Tsai,
           Mei-Hsing

    • Abstract: Many synchronous computer-mediated communication (SCMC) studies have been conducted on the nature of online interaction across a range of pragmatic issues. However, the detailed analyses of resistance to advice have received less attention. Using the methodology of conversation analysis (CA), the present study focuses on L2 peer review activities in a synchronous online context: that of giving and receiving advice based on participants’ writing drafts. In L2 peer review activities, advice givers are momentarily positioned as the more knowledgeable party on the issue being discussed, while advice recipients can be viewed as having a subordinate status. I show that advice recipients invoke authority, provide a justification, or initiate inquiries to indicate resistance in a delicate manner. I argue that these resistance strategies cooperate to establish the recipients’ identities as competent, independent participants and to assert their primary rights over their manuscripts. The study reveals that L2 SCMC peer...
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Redesigning an Introductory Language Curriculum: A Backward Design
           Approach. Paesani, Kate

    • Abstract: In response to calls for curricular change in foreign language programs and institutional requirements to evaluate programmatic effectiveness, this article presents a backward design approach to the redesign of an introductory French curriculum grounded in the framing concept of cultural literacy. In addition, data from student evaluations, written exams, and instructor feedback illustrate how program evaluation efforts have contributed to curricular fine-tuning, enhanced assessment practices, and informed instructors’ teaching and professional development experiences. The article concludes with a discussion of implications and future directions for curriculum design at all levels of undergraduate foreign language programs.
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Thanks to Reviewers. Kramsch, Claire

    • Abstract: The individuals listed here served as referees for the L2 Journal in the calendar year 2016. We wish to express our sincere gratitude for their important contributions to the quality of the articles published in this journal.
      PubDate: Sun, 01 Jan 2017 12:00:00 GMT
       
  • Thanks to Reviewers. Kramsch, Claire

    • Abstract: The individuals listed below served as referees during the preparation of Volume 5 Issue 1 and Volume 5 Issue 2 of the L2 Journal. We wish to express our sincere gratitude for their insightful contributions to the quality of the articles published in this journal:   Wendy Allen; Dwight Atkinson; Fabienne Baider; Robert Blake; Kirk Belnap; Sofia Chapparo; Supatra Chowchuvech; Dan Disney; Isabelle Drewelow; Thomas Garza; Geoff Hall; David Hanauer; Yoko Hasegawa; Agnes He; William Heidenfeldt; Inez Hollander; Tes Howell; Claude Mark Hurlbert; Adam Jaworski; Mark Kaiser; Paula Kalaja; Celeste Kinginger; Glenn Levine; Dave Malinowski; Mairi McLaughlin; Julia Menard-Warwick; Adam Mendelson; Junko Mori; Michael Newman; Kate Paesani; Joan Peskin; Maria Prikhodko; Vaidehi Ramanathan; Philip Riley; Karen Risager; Angela Scarino; Jean Schulz; Virginia Scott; Jaran Shin; Sonia Shiri; Mette Steenberg; Patricia Sullivan; Guadelupe Valdés; Paige Ware; Jean Wong; Magdalena Wrembel; Lihua Zhang
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Critical Perspectives on Neoliberalism in Language Education. Katie,
           Bernstein; Hellmich, Emily; Katznelson, Noah; Shin, Jaran; Vinall,
           Kimberly

    • Abstract: Language is increasingly understood as a commodified skill that allows learners, seen as language entrepreneurs, to compete in the global marketplace.  Language teaching has become increasingly privatized through the emergence of a global industry that presents language in pre-packaged, standardized forms in response to the needs of the free market. As language becomes both a target—as a technicized skill—and an instrument of neoliberalization, language education finds itself caught in the crossfire. Neoliberal ideology and policy affect decisions about which languages to teach and to learn, when, where, and to whom languages are taught, and how to teach them.   This special issue seeks to build on previous work related to globalization, language standardization, multilingual subjectivities, and linguistic imperialism, amongst other related topics. By situating these discussions within the frame of neoliberal ideologies and practices this issue seeks to critically explore the historically situat...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Student Initiatives and Missed Learning Opportunities in an IRF Sequence:
           A Single Case Analysis. Li, Houxiang

    • Abstract: Most conversation analysis (CA) studies of the initiation-response-feedback (IRF; Sinclair & Coulthard, 1975) sequence have focused on teacher actions in the feedback move. In this article, I use CA to analyze student initiatives (Waring, 2011) within an IRF sequence in one excerpt from a Chinese as a foreign language class. The excerpt features a teacher using an IRF sequence to engage her students in a sentence-based translation exercise. I demonstrate how a student initiates a sequence following the teacher’s feedback move to make a negative assessment of the pragmatic soundness of the sentences, thus casting doubt on the teacher's epistemic authority. This initiating action and the subsequent interaction it generates bring contingency into the IRF sequence and create potential learning opportunities. As the teacher contends with the contingency, issues related to epistemic asymmetry and L1 and L2 identities are brought to the surface. Additionally, the potential opportunities to discuss the different prag...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • “I won’t talk about this here in America:” Sociocultural Context of
           Korean English Language Learners’ Emotion Speech in English. Kim, Sujin;
           Dorner, Lisa M

    • Abstract: This article examines the relationship between language and emotion, especially drawing attention to the experiences and perspectives of second language (SL) learners. Informed by the sociocultural perspective on the construction of emotion and its representation, this study highlights the intertwined relationship among emotions, cultural contexts, perceived identities, and languages. Using a qualitative case study approach, we examined challenges and strategies of emotion speech in one group of second language learners: Korean adult English learners (ELs) in the United States. Analyses of two surveys with seventeen Korean ELs and interviews with four selected participants demonstrate: (1) A full communication of emotions across cultures and languages was challenging because of the lack of shared cultural contexts among speakers. (2) However, the acquisition of one’s second language included learning new cultural maps with which learners developed intercultural capacities to code switch across languages/emoti...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Subjectivity and Spirituality during Study Abroad: A Case Study. Wolcott,
           Timothy; Motyka, Matthew J

    • Abstract: In this paper, we examine the case of Veronica, an American undergraduate studying abroad in Paris, whose struggles to negotiate linguistic and cultural differences highlight a deeply personal and emotional attempt to reconcile the symbolic values she assigns to her national, ethnic and imagined identities. While at first glance this student’s accounts may seem self-centered, a closer inspection reveals a depth of worries, passions, and desires that suggests a degree of reflexivity and self/other awareness long associated with personal development, intercultural competence, and even spiritual conversion.  Considering this case study through the dual lenses of subjectivity and spirituality affords a reframing of Veronica’s desire to re-invent herself as indicative not of an urge to cling to the familiar but of an incipient metanoia, or a profound shift in her way of looking at herself and the world. Following the case study, we explore the implications of our approach for study abroad research and outline a cu...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Task Type Effects on Pragmatic Marker Use by Learners at Varying
           Proficiency Levels. Neary-Sundquist, Colleen

    • Abstract: Previous research has shown that the degree of structure in a task affects the complexity, accuracy, and fluency of L2 oral production (Foster & Skehan 1999).  The acquisition of pragmatic markers may be related to the development of second language fluency, but there is limited research on their use by second language learners on different task types.  This study examines the use of pragmatic markers on four different tasks that differ in their degree of inherent structure.  The results show that the most structured task, leaving a telephone message, led to a significantly lower frequency of pragmatic marker use than the other tasks.  The results also suggest that learners at different proficiency levels react differently to the degree of structure in various tasks.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Using Interconnected Texts to Highlight Culture in the Foreign Language
           Classroom. Smith, Maya

    • Abstract: SLA research on foreign language pedagogy has long demonstrated that culture is essential to language learning. However, presenting culture in the language classroom poses certain problems. For learners, there is a tendency to stereotype others and to rely excessively on the teacher. For teachers, there is a tendency to transmit isolated facts without elaboration and to associate a target language with a single monolithic culture. This article presents a pedagogical approach to culture that not only exposes students to networks of authentic texts but also motivates them to research for themselves the many subtleties of the target culture. By learning how to approach a network of texts, students gain deeper insight into the target culture and develop their ability to interpret texts that they will subsequently encounter on their own. This approach will be illustrated by a detailed lesson plan as well as an analysis of the responses of students who engaged with these materials in an advanced intermediate level ...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Emotionality and Second Language Writers: Expressing Fear through
           Narrative in Thai and in English. Chamcharatsri, Pisarn Bee

    • Abstract: Writing to express emotions can be a challenging task for second language (L2) writers, especially because it tends to be a process that is less addressed in language classrooms.  This paper aims to expand thinking on L2 literacy and writing by exploring how L2 writers can express emotion (fear) through narratives both in their first language (L1) and second language (L2). With a small number of participants, the study reports that narrative writing can be helpful in creating venues for L2 writers to become aware of linguistic and cultural aspects of their first (Thai) and second (English) languages. By providing personally significant writing prompts, L2 writers can reflect on their personal experiences and gain understanding about themselves linguistically, culturally, and emotionally. The paper concludes with pedagogical suggestions for how writing teachers can introduce both positive and negative emotions in L2 classrooms.  
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of
           Personetics. Lapidus, Alec; Kaveh, Yalda M.; Hirano, Mamiko

    • Abstract: This qualitative, naturalistic study examines thoughts expressed in autoethnographies and accompanying notes written by ESL teachers/learners who are enrolled in a graduate teacher education program in the US. These data are then juxtaposed with the Freirean idea that English learners can be empowered if they analyze their personal paths critically. The authors illuminate the practical aspects of autoethnography as a method of introspective, critical analysis, where personetics (Brudny, 2003) can be defined as the process of looking at one’s own identity and learning. ESL learners/teachers are thus illuminated as “personal linguacultures” (Risager, 2008, p. 3) who are unique but have something in common with L2 writers from around the world. The process of writing an ESL autoethnography helps them evaluate their own objectives and goals, we postulate, and enables them to become aware of their own ESL writing as an L2 learning and teaching tool. Specific practical ramifications for the ESL writing classroom ar...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Introduction to the Special Issue. Hanauer, David I

    • Abstract: The premise of this publication and collective exploration is that through literacy, and in particular L2 writing, personal phenomenological experience can be reflectively inspected, explicated and presented for interpretation by others and as such can be used as an important resource within the language classroom. Kramsch (2006) persuasively describes how second and foreign language pedagogy and research have lost sight of “the flesh and blood individuals who are doing the learning” (p. 98). I proposed in response that meaningful literacy instruction be at the center of second and foreign language learning (Hanauer, 2011). The aim of the research presented here is to humanize the language classroom. Collectively the papers presented facilitate access to different methodologies and pedagogies from around the world and provide a variety of ways and contexts within which meaningful literacy can be applied. Together these papers both change and define in concrete pedagogical and methodological terms what it coul...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Meaningful Writing in the Heritage Language Class: A Case Study of
           Heritage Learners of Spanish in Canada. Loureiro-Rodriguez, Veronica

    • Abstract: This article reports on a classroom-based experience that draws from the critical approach to heritage Spanish language teaching and Hanauer’s concept of meaningful writing. Participants were three students enrolled in a first-year course for heritage Spanish speakers at a major Canadian public university. The writing component of this language course was fulfilled through online discussions and individual compositions that revolved around social, cultural and personal topics relevant to the linguistic experience of students. This study will demonstrate that placing meaningful writing at the core of heritage languages course not only encourages students to reflect on their own language identity and the role of Spanish in the Canadian society, but also fully engages them in the process of writing in Spanish.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our
           Teacher Scholarship. Park, Gloria

    • Abstract: In this paper, I highlight four distinct but interconnected areas of my life history that I refer to as autobiographic poetic waves. These waves are layered with the complex underpinning of racial, linguistic, gendered, classed, and professional identity politics that continue to not only liberate but also subjugate me at times. These autobiographic poetic waves highlight my experiences as a hyphenated Korean-American woman living in the midst of discourses that continue to privilege dominant ideologies that contradict my lived experiences, yet permeate through every fiber of my being as a member of the academic community. Hence, I focus on two questions: In what ways, do I perceive and understand my lived experiences as a Korean-American, second language writer, English teacher, teacher-scholar, and Mama PhD? And, how can my understanding of these lived experiences further influence the work I do as a teacher-educator? Learning from and moved by the work of Hanauer (2012a, 2012b, 2013), my autobiographical-p...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Preface to the Special Issue. Kramsch, Claire

    • Abstract: It is my pleasure to introduce to you the guest editor of this third Special Issue of L2 Journal on L2 Writing and Personal History: Meaningful Literacy in the Language Classroom.
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • Researching Chinese History and Culture through Poetry Writing in an EFL
           Composition Class. Garvin, Rebecca Todd

    • Abstract: This article describes a pedagogical project designed to optimize opportunities for individual, creative expression in L2 academic writing. Conducted in four EFL Composition classes in a university in mainland China, a writing project using poetry as a research methodology, first introduced by Hanauer (2010), was implemented and assessed for effectiveness. The writing activities for this project were designed to empower individual voices, advance L2 research writing skills, and provide “opportunities to construct deeply ‘local’ meanings” (Blommaert, 2005, p. 390). Following a genre-based approach to classic English poetry, students researched personal memory of Chinese history and culture through poetry writing. The second language writers/poets created a body of over 200 poems that both informed and individualized personal understandings and cultural identity. In this paper, I argue that the use of poetry as a research methodology is an effective tool for exploring personal memories and knowledge of national...
      PubDate: Tue, 01 Jan 2013 12:00:00 GMT
       
  • From the L2 Journal Editor. Kramsch, Claire

    • Abstract: Announcing new managing editor.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
       
  • Integrating Portfolios into the L2 Arabic Classroom. Husseinali, Ghassan

    • Abstract: This is an action research study that reports on using student portfolios in a second language (L2) Arabic class. The goal of this study was to examine the validity of using portfolios as an L2assessment procedure and to ascertain the effectiveness of portfolios as an L2 learning tool. In this class, portfolios replaced weekly quizzes, which counted for 30% of the final grade. Portfolios were also used to supplement the course textbook, namely Al-Kitaab (Brustad, Al-Batal, & Al-Tonsi, 1995).Data sources for the study included traditional tests grades, oral interview grades, portfolio grades, a sixteen-item survey, and students’ reflections at the end of the course. The findings indicate that there is a strong correlation between portfolio grades, on one hand, and written tests and oral interviews grades on the other hand. It was also found that students perceived using portfolios as an effective L2 learning tool.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
       
  • The Effect of Context on the L2 Thinking for Speaking Development of Path
           Gestures. Lewis, Tasha N

    • Abstract: Different languages inherently present different thinking for speaking patterns, targeting different meaning components for expression. Previous research has demonstrated that second language learners largely tend transfer their first language thinking for speaking pattern to their second language, however, this paper presents evidence to the contrary.  Second language learners studying in the target language country demonstrate an unexpected thinking for speaking pattern. The data indicate that learners mainly use second language gesture patterns related to path when communicating in the second language.  The findings also support the notion that there are considerable linguistic benefits to study abroad that include more than just second language verbal developments; they also consist of the subtler aspects of language such as second language gesture usage.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
       
  • Cross-Cultural Understanding in Immersion Students: A Mixed Methods Study.
           Wesely, Pamela M.

    • Abstract: This mixed methods study explored the development of cross-cultural understanding in a unique population of students in the U.S.: English-dominant students who had attended French or Spanish elementary immersion schools. Despite the fact that immersion schools have as a goal cross-cultural understanding and appreciation and affirmation of diversity, research has shown that this goal is not always met. This study featured one hundred thirty-one students from five immersion schools who responded to surveys, and 33 of those students who were interviewed. Data analysis procedures included a theme analysis of the interviews, a statistical analysis of the surveys, and an integrated consideration of the findings. It was found in both the quantitative and the qualitative data that the successful development of cross-cultural understanding in these immersion students was not necessarily a function of school activities. These students did not receive the same messages about the target culture(s), nor did they unde...
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
       
  • The “Gift”: Synesthesia in Translingual Texts. Lvovich,
           Natasha

    • Abstract: This article explores the relationship between multilingualism and synesthesia (neuro-psychological blend of senses). In the absence of research in any of the related fields, the author (a multilingual, a L2 scholar, a writer, and a synesthete all at once) views synesthesia through the lens of “translingual texts” written in L2 by multilingual authors and takes an interdisciplinary perspective, fusing L2 scholarship, cognitive theory, neuroscience, literary theory, and semiotics to investigate the complexities and subjectivities of the multilingual mind. ‘Translingual synesthesia’ appears to represent an idiosyncratic form of language emotionality and creativity, allowing translingual authors to transcend cognitive and linguistic realms and to embody L2 with personal imagery while simultaneously creating an aesthetic effect of “de-familiarization of the word” (“ostranneniye slova”).
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
       
  • Bridging Language and History in an Advanced Italian Classroom:
           Perspectives on Medieval Florentine Narratives within their Context.
           Prina, Marco

    • Abstract: Among the challenges faced by L2 instructors is the inclusion of historical memories. Although they are foundational to a culture’s identity, sometimes they are so far removed from students’ present reality that they have no familiarity with them. Meeting this challenge requires the development of activities that contextualize these narratives while bridging the past and the present by engaging withlearners’ own values and experiences. This article presents a model didactic unit drawn from a particular aspect of the Italian culture, namely, the medieval Florentine narratives. At the same time,the strategies and tools that are proposed can be implemented to explore virtually any historical memories in other L2 courses.
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
       
  • Editor’s Introduction to the Special Issue. Kramsch, Claire

    • Abstract: Editor’s Introduction to the Special Issue
      PubDate: Sun, 01 Jan 2012 12:00:00 GMT
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.234.190.237
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016