This article critically examines current discourses of internationalizing higher education both inside and outside the humanities and considers whether some contemporary practices and positions taken on by departments of languages, literatures and cultures might actually undermine …
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L2 Arabic Dialect Comprehension: Empirical Evidence for the Transfer of Familiar Dialect Knowledge to Unfamiliar Dialects
Arabic is a diglossic language, and learners must become competent in both Modern Standard Arabic (MSA) and a spoken dialect. However, Arabic dialects are typically not taught in U.S. classrooms. One reason is the question of which dialect to teach? This study looks at two cases of transfer between …
Team Teaching Beginning Spanish at a University: A Democratic Model
This study centers on a pilot project conducted at a research university to develop a democratic team teaching model for beginning language classes. The goals of the project were to design a solid model for delivery of the daily class material by two different instructors and to measure …
Writing Instruction and Policies for Written Corrective Feedback in the Basic Language Sequence
This study presents results of a May 2009 online survey that asked foreign language program directors at U.S. universities about corrective feedback options their teachers use in response to student writing in beginning and intermediate courses. Survey categories included …
The Acquisition of Verbal Agreement in Instructed Italian L2A
Researchers propose that L2 learners acquire the abstract features of agreement at relatively low levels of L2 proficiency (Bruhn de Garavito, 2003a, 2003b). However, some argue that there is also evidence for the use of default forms in learners’ errors (McCarthy, 2007, 2008), and that these may be predicted based on …
The Cultural Identities of Foreign Language Teachers
Foreign language teachers are often migrants. They have traveled and lived in other countries either to learn or to teach a language. In 2005, Domna Stanton characterized language teaching as a cosmopolitan act– “a complex encounter made in a sympathetic effort to see the world as [others] see it and, as a consequence, to denaturalize our own views” (629). Do foreign language teachers …