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Social and Behavioral Sciences Commons™
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- Language-learning motivation (7)
- Literacy (3)
- Multiliteracies and collegiate foreign language learning (3)
- Motivation; language learning; study abroad (2)
- Pedagogy (2)
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- Study abroad (2)
- Activity theory (1)
- ESL (1)
- Foreign language (1)
- Foreign language instruction (1)
- Foreign languages (1)
- Language teacher cognition and professional development (1)
- Motivation; goals; study abroad; activity theory (1)
- Motivation; language learning; activity theory; study abroad (1)
- National Standards for Foreign Language Learning (1)
- Professional development (1)
- Second language learning (1)
- Sociocultural theory (1)
- Study abroad; second language learning; motivation; sociocultural theory (1)
- Teacher development (1)
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Articles 1 - 11 of 11
Full-Text Articles in Social and Behavioral Sciences
Theme-Based Bridge Courses: A Gateway To Linguistic Proficiency, Heather W. Allen, Stacey Katz Bourns
Theme-Based Bridge Courses: A Gateway To Linguistic Proficiency, Heather W. Allen, Stacey Katz Bourns
Heather Willis Allen
Based on the 2007 MLA report’s call for more integrative approaches to L2 language/literature courses, we present the curricula of two theme-based French bridge courses. These courses simultaneously develop students' advanced language proficiency and explore literary, cultural, and sociolinguistic themes through an analysis of various textual genres and linguistic registers.
Intervening In Communities Of Practice: Maximizing Language Learning During Study Abroad, Heather W. Allen
Intervening In Communities Of Practice: Maximizing Language Learning During Study Abroad, Heather W. Allen
Heather Willis Allen
No abstract provided.
The Lost 'C': The Communities Goal Area (Plenary Panel Presentation), Heather W. Allen
The Lost 'C': The Communities Goal Area (Plenary Panel Presentation), Heather W. Allen
Heather Willis Allen
Does a study abroad experience facilitate the Communities goal? I argue that: 1) although study abroad may serve as a potential step in helping students come to realize the inherent advantages of communicating in more than one language, this cannot be automatically assumed; 2) we need to critically examine our own pedagogies, both before and during study abroad, and how classroom learning equips students to navigate the linguistic and cultural demands of life in target language communities.
Goals, Motives, & Self-Perceptions In Study Abroad: Are Students Missing The Point? (Or Are We?), Heather W. Allen, Guy Spielmann
Goals, Motives, & Self-Perceptions In Study Abroad: Are Students Missing The Point? (Or Are We?), Heather W. Allen, Guy Spielmann
Heather Willis Allen
No abstract provided.
Beyond The Four Skills: Structuring Classroom Foreign Language Instruction With A Literacy-Based Approach, Heather W. Allen
Beyond The Four Skills: Structuring Classroom Foreign Language Instruction With A Literacy-Based Approach, Heather W. Allen
Heather Willis Allen
A video of this presentation is available via the Emory Language Center's iTunesU page and can be accessed via iTunesU or at: http://deimos3.apple.com/WebObjects/Core.woa/Browse/emory-public.2724289000.02724289011
Investigating Language Learning And Motivation Beyond The Classroom: Challenges Of Conducting Research From A Sociocultural Theory Perspective, Heather W. Allen, Tae-Young Kim
Investigating Language Learning And Motivation Beyond The Classroom: Challenges Of Conducting Research From A Sociocultural Theory Perspective, Heather W. Allen, Tae-Young Kim
Heather Willis Allen
This session focuses on three challenges to researching language learning and motivation beyond the classroom from a sociocultural theory perspective--conceptual, methodological, and critical/ethical. Discussion is complemented with examples from two qualitative studies--one of U.S. study abroad participants in France and another of Korean students in an ESL program in Canada.
Interactive Contact As Linguistic Affordance During Short-Term Study Abroad: Myth Or Reality?, Heather W. Allen
Interactive Contact As Linguistic Affordance During Short-Term Study Abroad: Myth Or Reality?, Heather W. Allen
Heather Willis Allen
This study took a sociocultural theory perspective and investigated interactive contact with French by 18 participants in a short-term study abroad (SA) program and the degree to which interactions with homestay families, U.S. peers, and other French speakers in the local community were perceived as valuable affordances for language learning. Findings demonstrate that whereas contact in French with host families was viewed as a valuable affordance for cultural and / or linguistic learning, participants' interactions in the local community were infrequent and viewed less positively. Peer-to-peer interaction in French was construed by some students as useful for developing confidence with …
The Professional Development Of Future Professors Of Foreign Languages:, Heather W. Allen, Eduardo Negueruela-Azarola
The Professional Development Of Future Professors Of Foreign Languages:, Heather W. Allen, Eduardo Negueruela-Azarola
Heather Willis Allen
Although the professional development of graduate students in foreign language (FL) departments is of critical importance, discussion of its significance and evolution was all but absent in the 2007 MLA Report “Foreign languages and higher education: New structures for a changed world," a document advocating curricular and structural reforms of FL departments in forthright terms. This lacuna drove the current review which traces the foci and forms of research appearing from 1987 to 2008 on the professional development of future professors of foreign languages. Although empirical studies on the relation of graduate students' beliefs and identities to their FL teaching …
What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study Of Students' Motives And Goals, Heather W. Allen
What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study Of Students' Motives And Goals, Heather W. Allen
Heather Willis Allen
This comparative case study explored the motives and goals of two American students participating in a short-term study abroad program from an activity-theoretic perspective. Findings demonstrated that despite numerous shared characteristics and language-learning histories prior to study abroad, the students were learning French and participating in SA for different reasons. Dissimilarities between the two students' motives for language learning and initial goals for study abroad led to significant differences during study abroad in their experiences using French outside class and interacting with their host families and, later, to shifts in their goals and language-learning strategies. These findings offer support for …
Exploring The Feasibility Of A Pedagogy Of Multiliteracies In Introductory Foreign Language Courses, Heather W. Allen, Kate Paesani
Exploring The Feasibility Of A Pedagogy Of Multiliteracies In Introductory Foreign Language Courses, Heather W. Allen, Kate Paesani
Heather Willis Allen
The 2007 MLA Report calls for large-scale reform in university foreign language (FL) departments to integrate the study of language, literature, and culture and move beyond the the language-content dichotomy that has characterized the undergraduate curriculum for decades. This article explores the implications of these recommendations for introductory FL courses, arguing in favor of a pedagogy of multiliteracies (New London Group, 1996; Kern, 2000) as one pathway toward curricular reform. The adoption of a multiliteracies framework in response to calls for curricular change is not entirely novel, yet most scholarship to date has focused on the need for more explicit …
Language-Learning Motivation During Short-Term Study Abroad: An Activity Theory Perspective, Heather W. Allen
Language-Learning Motivation During Short-Term Study Abroad: An Activity Theory Perspective, Heather W. Allen
Heather Willis Allen
This study investigated the development of language-learning motivation during short-term study abroad for six intermediate-level students of French. Taking an activity theory perspective, findings demonstrated that one of two orientations motivated participants to learn or continue learning French at the college level: linguistic motives or career-oriented motives. The choice to study abroad was seen as either a critical step to achieving fluency or a means of travel and cultural learning. Enhanced language-learning motivation emerged, to varying degrees, for participants with linguistically oriented motives for learning French who viewed study abroad as a language-learning experience but not for participants with primarily …