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How We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.
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In L1 attrition research, it's recognized that a previously acquired language can transform under the influence of a newly acquired one. However, the precise L1-L2 relationship is intricate and warrants further study. Some research suggest that L2 mastery might reduce L1 proficiency, while others show that both languages can be maintained. Age of onset and L1 use are the factors that have been discussed in the debate surrounding L1 attrition. The study aims to contribute to the ongoing discussion by examining L1 and L2 proficiency of Russian-English bilingual speakers (N = 35). The participants with comparable L2 proficiency but various degrees of L1 attrition who arrived at different ages and differed in their frequency of L1 use were recruited for the study. This diverse group provided an ideal quality sample for investigating the role of age of onset and L1 use, as well as the interplay between L1 and L2. By comparing L1 and L2 lexical diversity, syntactic complexity, and fluency, the study revealed that higher L2 proficiency was not associated with lower levels of L1 proficiency, suggesting that L1 retention is possible amidst L2 acquisition. L1 use played a more significant role in the L1 maintenance of these bilingual individuals. © 2024 Association for Language Learning.
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The aims of this paper are twofold: (1) to study the application of project-based learning ten-step process framework suggested by Alan and Stoller (2005) to boost English speaking ability of undergraduate students at the University of Da Nang, and (2) to investigate the levels of undergraduate students’ satisfaction. The subjects were 24 final year undergraduate engineering students at the university of Da Nang during the first semester of the 2019/2020 academic year. The instruments used in this experiment included lesson plans, a project evaluation form, a student’s self-assessment form, a satisfaction questionnaire and interviews
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Studied contemporary poetry in Spanish by Spanish-speaking authors living in Connecticut. Works of four poets were chosen for a bilingual anthology. Seventy five percent of poems selected for this publication were translated and their analytical study completed. In addition, audio interviews were completed, and multimedia presentation, including photos, biographies, and bilingual readings was compiled and given. Publishing companies were identified for submission of the anthology's proposal.
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Research completed during this leave focused on the already collected data for an article outlining distinctions between language attrition and incomplete acquisition, and on a new project and new data for research on how literacy or its lack in a minority language affects the degree of language maintenance and development.
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