Journals 

• Association of Departments of Foreign Languages Bulletin 
• Foreign Language Annals
• Hispania
• International Review of Applied Linguistics in Language Teaching 
• Journal of Second Language Writing 
• Language Learning Journal
• Language Learning & Technology
• Language Teaching 
• Language Teaching Research
• Linguistics and Education 
• Modern Language Journal 
• Second Language Research 
• TESOL Quarterly 
• Computer Assisted Language Learning 
• ELT Journal 
• TESOL Journal 

Articles and Papers

Morkanski K and Kim F. (2016). ‘Flipping’ Lessons in a Multi-Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom. The Modern Language Journal 100(4), 830–852.

Abstract: “Flipped or inverted classroom (IC) models are promising for foreign language instruction in that they appear to promote well-regarded practices that bridge both sociocultural and cognitive theoretical frameworks, such as allowing for higher degrees of learner agency and facilitating deeper levels of processing. To date, the majority of work on IC models for language learning has been instructional rather than empirical in nature. By contrast, this study examined the impact of IC lessons on 14 intact third-semester Spanish classes (N = 213). Instructors were randomly assigned to either an IC or an in-class presentational (CP) condition for lessons and accompanying assignments on 2 uses of the Spanish pronoun se. An attitudinal inventory indicated that learners in the IC condition rated their assignments significantly higher in terms of perceived comfort, enjoyment, and subsequent confidence in the material. However, regression analysis showed that ratings were stratified based upon several predictor variables. For measures of L2 knowledge, learners in the IC condition performed significantly better than those in the CP when identifying grammatical uses of the target structure on a grammaticality judgment test. No significant differences were found between the groups’ performance on a rule description task or a chapter test. Implications for implementing IC models are discussed.”

Christoph, N. (2015). Learning Through Service: “A testimonio” on the Pedagogical and Scholarly Benefits of Service Projects Conducted by Teachers of Spanish. Hispania 98(2), 346-355.

Abstract: “This article argues the pedagogical and scholarly benefits to Spanish language faculty who themselves conduct community-engaged service projects in Spanish-speaking communities. The author explores the term “service” as it is understood in higher education in relationship to teaching and scholarship, positing that service projects conducted by faculty constitute engaged scholarship as defined by Boyer (1996), and that foreign language educators are especially well-prepared for this kind of scholarship and intellectual activism. The article includes a testimonio by the author describing how teaching a community poetry class to Latina immigrants has improved her university teaching and shaped her scholarship. Finally, the author suggests that conducting a literature-based project in the community could reinvigorate foreign language educators’ commitment to the humanities during the current so-called “crisis of the humanities.”

VanPatten, B. (2015). Film and Language Acquisition. Hispania 98(3), 391-393.

Excerpt (Page 391): “In the twenty first century, film ought to occupy a central spot in any language department. This should be the case whether one examines graduate studies, programs for undergraduate majors and minors, or basic language programs. Unfortunately, this is not the case. Written text still reigns supreme. It is not my place to argue why this is so, just as it is not my place to argue what an undergraduate or graduate program should look like when its emphasis is literature and culture. I will instead approach the issue of the role of film from the viewpoint of language and language acquisition.”

Kramsch C. (2014). Teaching Foreign Languages in an Era of Globalization: Introduction. The “Modern Language Journal 98(1), 296–311.

Abstract: “Through its mobility of people and capital, its global technologies, and its global information networks, globalization has changed the conditions under which foreign languages (FLs) are taught, learned, and used. It has destabilized the codes, norms, and conventions that FL educators relied upon to help learners be successful users of the language once they had left their classrooms. These changes call for a more reflective, interpretive, historically grounded, and politically engaged pedagogy than was called for by the communicative language teaching of the eighties. This special issue will explore how we are to conceive of such a pedagogy.”

Golonka EM et al. (2011). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 70-105.

Abstract: “This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners’ language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners’ output and interaction, affect and motivation, feedback, and metalinguistic knowledge.”

Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning, 60(2), 470-497.

Abstract: “This study investigated the effects of a metacognitive, process-based approach to teaching second language (L2) listening over a semester. Participants ( N = 106) came from six intact sections of French as a second language (FSL) courses. The experimental group ( n = 59) listened to texts using a methodology that led learners through the metacognitive processes (prediction/planning, monitoring, evaluating, and problem solving) underlying successful L2 listening. The control group ( n = 47), taught by the same teacher, listened to the same texts the same number of times but without any guided attention to process. Development of metacognition about L2 listening, tracked using the Metacognitive Awareness Listening Questionnaire (MALQ), was measured at the beginning, middle, and end points of the study. As hypothesized, the experimental group significantly outperformed the control group on the final comprehension measure, after we controlled for initial differences. The hypothesis that the less skilled listeners in the experimental group would make greater gains than their more skilled peers was also verified. Transcript data from stimulated-recall sessions provide further evidence of a growing learner awareness of the metacognitive processes underlying successful L2 listening, as MALQ student responses changed over the duration of the study.”