Volume 01 - Issue 1
Permanent URI for this collectionhttps://hdl.handle.net/10125/63279
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Item type: Item , Adaptability 2.0: Tackling the challenge of the COVID-19 crisis(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Rilliard, MaryliseItem type: Item , Language program coordination during the pandemic: Challenges encountered and lessons learned(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Azaz, MahmoudItem type: Item , Transforming our perspectives as language professionals during COVID-19(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Crane, CoriItem type: Item , Flexibility is the watchword(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Rossomondo, AmyItem type: Item , Language program direction during COVID-19: Collective memories of the extraordinary(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Mills, NicoleItem type: Item , The dark clouds of COVID-19 (and the unexpected silver linings)(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Lord, GillianItem type: Item , It takes a village: Digitizing domestic summer programs to confront COVID-19(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Urlaub, PerItem type: Item , The resilience of a community of practice during the COVID-19 crisis(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Van Deusen-Scholl, NellekeItem type: Item , Responding to COVID-19: A chief academic officer's perspective(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Sosulski, MikeItem type: Item , Teacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Paesani, Kate; Allen, Heather WillisOver the past two decades, postsecondary language programs have experienced a paradigm shift away from communicative approaches toward more text-based curricula and the development of students’ multiple literacies. Numerous curricular and course-level models exist, and empirical research has documented the feasibility, linguistic outcomes, and perceptions of multiliteracies approaches. Yet few studies have investigated how postsecondary language teachers learn about and implement multiliteracies pedagogy and limited professional development resources exist to support teachers in this endeavor. To respond to these gaps and to recent calls for increased research into multiliteracies pedagogy and language teacher development, this article has three aims. First, we summarize current knowledge about postsecondary language teachers’ understandings and implementation of the multiliteracies framework, beginning with the 2011 AAUSC volume and continuing to the present. Next, we identify gaps and unanswered questions in this scholarship and suggest directions for future research. Finally, we discuss professional development needs for language teachers and program directors implementing multiliteracies approaches in postsecondary language programs and suggest tools and practices that might facilitate this work.Item type: Item , Redefining speakership: Implications for language program direction(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Blyth, Carl S.; Dalola, AmandaThis article reviews scholarship in sociolinguistics and applied linguistics to discern how the definitions of speakership and competence have changed in the last fifty years. It is shown that the redefined concepts reflect a new understanding of language that is no longer consonant with many current teaching practices anchored in structuralism and monolingualism. Next, the article outlines five tenets of language based on Blommaert’s (2010) critical sociolinguistics of globalization and discusses the implications of these tenets for language program direction.Item type: Item , Re-envisioning L2 hybrid and online courses as digital open learning and teaching environments: Responding to a changing world(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Thoms, Joshua J.This article begins with a summary of the research literature that has been carried out over the last ten years regarding second language (L2) learning and teaching issues in college-level hybrid and online course environments. Next, I explore the open education movement and highlight characteristics that are shared between open educational resources and practices as well as open access scholarship and the interactions, activities, materials, and digital tools that are commonly used in L2 hybrid and online courses. As such, the primary focus of this article examines how L2 hybrid and online course environments can be conceptualized as—and are increasingly becoming—digital open learning and teaching ecologies (van Lier, 2004). Re-envisioning L2 hybrid and online courses as digital open learning and teaching environments presents both opportunities and challenges for L2 learners and teachers and the language education field as a whole. I therefore conclude with an overview of future empirical, pedagogical, and curricular issues and questions that will need to be addressed related to L2 digital open efforts as they continue to expand.Item type: Item , An ecological approach to language pedagogy, programs, and departments(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Swanson, Bridget; Levine, Glenn S.Responding to persistent criticisms of post-secondary language education, this article frames the language program in an ecological perspective. The long-discussed curricular and administrative bifurcation of language departments is cast as a symptom rather than cause of tensions and limitations of post-secondary language education. Moving beyond binary categorization and a limited focus on the department, an ecological approach instead views the department as a complex dynamic system and postmodern and postcolonial theory as a macro-level component of the system that can serve as a counterforce to neoliberal pressures that undermine language education in the United States. Implications of an ecological approach are detailed, including proposals for it to become the new normal for pedagogy, language programs, and departments.Item type: Item , The proficiency profile of language students: Implications for programs(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Winke, Paula; Zhang, Xiaowan; Rubio, Fernando; Gass, Susan; Soneson, Daniel; Hacking, JaneIn this article we provide an overall picture of the level of language proficiency attained by undergraduate students learning six languages in postsecondary language programs. Specifically, we address the curricular and pedagogical implications of the proficiency assessments on the programs that emerged from this large-scale study, which took place over a three-year span at Michigan State University, the University of Utah, and the University of Minnesota. We collected speaking, reading, and listening proficiency test data from students enrolled at all levels of instruction in Arabic, Chinese, French, Portuguese, Russian and Spanish. We present the results and divide them by students’ heritage status, the students’ number of years of kindergarten through twelfth grade learning of the target language, and the students’ postsecondary curricular level (first, second, third, or fourth) of instruction. We also investigate junior and senior upper-division students’ proficiency attainments by their language major or minor status. We build on issues and questions raised by Teschner in 1991 and the Modern Language Association in 2007.Item type: Item , New perspectives on the individual learner: Implications for research and teaching(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Klee, Carol; Truman, LaurenSince the late 1960s, the individual learner has been the focus of research on the learning and, above all, on the teaching of languages. Given the importance of this topic to the field of language learning and teaching, two American Association of University Supervisors, Coordinators, and Directors of Language Programs (AAUSC) volumes, one in 1994 and another in 2013, have addressed issues related to the individual learner. This chapter explores the main trends in research on individual differences since the 2013 AAUSC volume. Given the proliferation of learner variables, we have chosen to focus on several key issues, specifically, the age of onset of acquisition, language aptitudes, motivation, emotion, and the willingness to communicate. After examining recent studies in each of these areas, we will turn our attention to current challenges related to research on individual differences and discuss the implications of a person-centered approach for language research and teaching.Item type: Item , Introduction to the inaugural issue: Celebrating 30 years of AAUSC publications(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Watzinger-Tharp, Johanna; Paesani, KateItem type: Item , Preface: The trajectory from volume to journal(University of Hawaii National Foreign Language Resource Center, 2020-10-15) Blyth, Carl S.; Bourns, Stacey Katz; Magnan, Sally SieloffItem type: Item , Announcements and news from our sponsors(University of Hawaii National Foreign Language Resource Center, 2020-10-15) SLRP staff