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Social and Behavioral Sciences Commons™
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- Language-learning motivation (9)
- Language teacher cognition and professional development (8)
- Multiliteracies and collegiate foreign language learning (6)
- Study abroad (6)
- Second language (4)
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- Teacher development (4)
- Literacy (3)
- Motivation (2)
- National Standards (2)
- Sociocultural theory (2)
- Anxiety (1)
- Culture (1)
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- Foreign language learning (1)
- Foreign language teaching (1)
- Foreign languages (1)
- Graduate students (1)
- Integrative motivation (1)
- Language anxiety (1)
- Listening (1)
- Literature (1)
- Motivation; goals; study abroad; activity theory (1)
- Motivation; language learning; activity theory; study abroad (1)
- Multiliteracies (1)
- National Standards for Foreign Language Learning (1)
- Pedagogy (1)
- Professional development (1)
- Second language learning (1)
- Self regulation (1)
- Speaking (1)
Articles 1 - 22 of 22
Full-Text Articles in Social and Behavioral Sciences
Self-Regulatory Strategies Of Foreign Language Learners: From The Classroom To Study Abroad And Beyond, Heather W. Allen
Self-Regulatory Strategies Of Foreign Language Learners: From The Classroom To Study Abroad And Beyond, Heather W. Allen
Heather Willis Allen
This study explores how three “good language learners” developed motivational self-regulation strategies during and after SA. Two research questions were addressed: 1) What motivational self-regulation strategies did the participants evidence during SA in relation to their stated language-learning goals? 2) Were the participants able to maintain their language-learning motivation following SA and, if so, what ongoing self-regulation strategies did they use?
Study Abroad, Foreign Language Use, And The Communities Standard, Heather W. Allen, Beatrice Dupuy
Study Abroad, Foreign Language Use, And The Communities Standard, Heather W. Allen, Beatrice Dupuy
Heather Willis Allen
Although participation in multilingual communities around the world has been understood to be the raison d'être for foreign language study, the Communities standard has been portrayed as an extracurricular experience and more difficult to weave into instruction than the other standards. This article addresses two questions: 1. Does a study abroad experience facilitate meeting the Communities standard? and 2. How can collegiate foreign language curricula enhance the study abroad experience and fulfillment of the Communities standard? Current trends in study abroad participation by U.S. undergraduates and key research findings on study abroad related to the Communities standard are reviewed. Numerous …
Evolving Notions Of Literacy-Based Teaching: A Case Study Of Graduate Student Instructors, Heather W. Allen, Beatrice Dupuy
Evolving Notions Of Literacy-Based Teaching: A Case Study Of Graduate Student Instructors, Heather W. Allen, Beatrice Dupuy
Heather Willis Allen
The effectiveness of professional development for future foreign language (FL) professors is more salient than ever given the significant role played by graduate student instructors (GSIs) in undergraduate education and recent calls for change in the collegiate FL curriculum requiring sophisticated understandings of integrating the teaching of language, literature, and culture. Taking a sociocultural theory perspective, this chapter reports on a study of five FL GSIs’ experiences learning to teach that sought to determine how participation in an advanced pedagogy seminar influenced GSIs’ notions of literacy as a framing construct for collegiate FL curricula. Findings showed that through involvement in …
Linking Language & Literary-Cultural Content: A Multiliteracies Approach To Advanced Undergraduate Fl Teaching, Heather W. Allen
Linking Language & Literary-Cultural Content: A Multiliteracies Approach To Advanced Undergraduate Fl Teaching, Heather W. Allen
Heather Willis Allen
This workshop will focus on linking linguistic and literary-cultural content in the advanced undergraduate curriculum through a multiliteracies approach. The morning session (10 a.m. - noon) will provide an overview of what a pedagogy of multiliteracies (Kern, 2002; New London Group, 1996) entails and will define related concepts such as the dimensions and principles of literacy, available designs, and the four curricular components. The afternoon session (1-3 p.m.) will entail hands-on activities wherein workshop participants will consider how multiliteracies concepts might help them meet an instructional challenge faced in an advanced undergraduate foreign language course of their choosing (literature, cultural …
Investigating Language-Learning Motivation: Contributions & Challenges Of A Sociocultural Theory Perspective, Heather W. Allen
Investigating Language-Learning Motivation: Contributions & Challenges Of A Sociocultural Theory Perspective, Heather W. Allen
Heather Willis Allen
Full text of lecture via link to the right. Powerpoint slides available upon request.
Foreign Language Teaching Assistant Professional Development: Challenges And Strategies In Meeting The 2007 Mla Report’S Calls For Change, Heather W. Allen
Foreign Language Teaching Assistant Professional Development: Challenges And Strategies In Meeting The 2007 Mla Report’S Calls For Change, Heather W. Allen
Heather Willis Allen
This presentation will include discussion of both challenges and strategies in meeting the 2007 MLA Report’s calls for change in lower-division FL courses and, in particular, in relation to TA professional development. A pedagogy of multiliteracies (Gee, 1990; Kern, 2000; New London Group, 1996; Swaffar & Arens, 2005) is posited as an appropriate framework for anchoring TA professional development and several concepts from Vygotskian cultural-historical psychology (e.g., everyday and scientific concepts, appropriation, dialogic mediation, assisted performance) are foregrounded as key elements of professional development activities. Examples will be shared from several empirical studies of TA conceptual development (Allen, 2011; Allen …
Beyond The Language-Content Divide: A Review Of Research On Advanced Foreign Language Teaching And Learning, Kate Paesani, Heather W. Allen
Beyond The Language-Content Divide: A Review Of Research On Advanced Foreign Language Teaching And Learning, Kate Paesani, Heather W. Allen
Heather Willis Allen
The purpose of this review is to provide an overview of research into advanced-level FL teaching and learning in collegiate contexts with a particular focus on the merging of language and literary-cultural content. The overarching question that frames the review is: What is the relationship between language, literature, and culture and how are they instantiated through FL curricula and instruction at the advanced level? As such, we address language and literary-cultural content in advanced FL teaching and learning from the perspective of three trends evidenced in published research. First, we explore how literature and culture are conceptualized and what their …
Appropriating Conceptual And Pedagogical Tools Of Literacy: A Qualitative Study Of Two Novice Foreign Language Teaching Assistants, Beatrice Dupuy, Heather W. Allen
Appropriating Conceptual And Pedagogical Tools Of Literacy: A Qualitative Study Of Two Novice Foreign Language Teaching Assistants, Beatrice Dupuy, Heather W. Allen
Heather Willis Allen
Guided by a sociocultural theory perspective, this qualitative study explores how conceptual understanding and teaching practices related to literacy evolved for two novice TAs of Spanish during and after an “Introduction to FL Teaching” seminar. In particular, this study sought to answer the following questions: 1. In what ways were participants’ everyday concepts of language learning and teaching evidenced in their reactions to literacy-based FL pedagogy and its application in their local context? 2. What were the conceptual learning outcomes of participation in a one-semester seminar on literacy-oriented FL pedagogy? 3. According to participants, which activities and tools from the …
Beyond The Language-Content Divide: Advanced Collegiate Foreign Language Teaching And Learning, Heather W. Allen, Kate Paesani
Beyond The Language-Content Divide: Advanced Collegiate Foreign Language Teaching And Learning, Heather W. Allen, Kate Paesani
Heather Willis Allen
No abstract provided.
The Methods Course Revisited: From A Skills-Based To Multiliteracies Approach, Heather W. Allen, Kate Paesani, Beatrice Dupuy
The Methods Course Revisited: From A Skills-Based To Multiliteracies Approach, Heather W. Allen, Kate Paesani, Beatrice Dupuy
Heather Willis Allen
The 2007 MLA Report proposed curricular reform of undergraduate FL programs that situates language study in “cultural, historic, geographic, and cross-cultural frames” and incorporates “transcultural content and translingual reflection at every level” (p. 5). The implications of such curricular changes on the preparation of future FL professors were, however, only minimally addressed by the Report. This presentation responds to two questions related to the Report's limited recommendations on graduate student education: What pedagogical approaches are most appropriate to promote a unified language-and-content undergraduate FL curriculum? What professional development activities and tools for graduate teaching assistants (TAs) might best instantiate the …
Embracing Literacy-Based Teaching: A Longitudinal Study Of The Conceptual Development Of Novice Foreign Language Teachers, Heather W. Allen
Embracing Literacy-Based Teaching: A Longitudinal Study Of The Conceptual Development Of Novice Foreign Language Teachers, Heather W. Allen
Heather Willis Allen
Taking a sociocultural theory perspective (Lantolf & Thorne, 2006), this longitudinal study explored the conceptual development of two teaching assistants in a university foreign language department in relation to literacy and language teaching. Findings illustrate the "twisting path" (Vygotsky, 1987, p. 156) of concept development experienced by the two first-time teachers of Spanish as their understandings of literacy and efforts to use tools of literacy evolved over several years. Evidence of the ability to think through concepts of literacy in structuring teaching practices did not emerge for either participant until four semesters after they started teaching, illustrating what a gradual …
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.
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 …
Beyond The Language-Literature Divide: Advanced Pedagogy For Training Graduate Students, Heather W. Allen
Beyond The Language-Literature Divide: Advanced Pedagogy For Training Graduate Students, Heather W. Allen
Heather Willis Allen
In this article, my objectives are 1) to discuss current practices and challenges related to the professional development of graduate students in foreign language departments as teachers; and 2) to provide a rationale for and description of a graduate seminar that serves to prepare future professors to develop students' analytical, critical, and argumentative capacities in the advanced undergraduate curriculum. It is my hope to encourage further discussion of integrative approaches to teaching foreign language at all levels by providing a concrete example of how graduate student professional development can include issues of language in advanced courses. A one-semester advanced foreign …
In Search Of Relevance: The Role Of The Standards In The Undergraduate Foreign Language Curriculum, Heather W. Allen
In Search Of Relevance: The Role Of The Standards In The Undergraduate Foreign Language Curriculum, Heather W. Allen
Heather Willis Allen
Beyond the Standards' influence on K-12 language education policy and continued discussions of their relevance and application to FL instruction and assessment, in university-level FL departments the tangible impacts of the Standards in shaping curriculum and classroom instruction have not been wide-ranging. This chapter identifies and discusses three factors that have contributed to the reception of the Standards in higher education in general terms and, more specifically, in terms of the advanced undergraduate FL curriculum. Based on the discussion of these three factors, I respond to the question of whether the Standards provide a framework adequate in addressing the critical …
Teacher Self-Efficacy Of Graduate Teaching Assistants Of French, Heather W. Allen, Nicole A. Mills
Teacher Self-Efficacy Of Graduate Teaching Assistants Of French, Heather W. Allen, Nicole A. Mills
Heather Willis Allen
No abstract provided.
A Mixed-Methodology Investigation Of The Linguistic And Affective Outcomes Of Summer Study Abroad, Heather W. Allen, Carol Herron
A Mixed-Methodology Investigation Of The Linguistic And Affective Outcomes Of Summer Study Abroad, Heather W. Allen, Carol Herron
Heather Willis Allen
The purpose of this study was to investigate linguistic and affective outcomes of summer study abroad participation by 25 college French students. The investigation sought to determine if significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors, integrative motivation and language anxiety, after study abroad.
Does Study Abroad Make A Difference? An Investigation Of Linguistic And Motivational Outcomes, Heather W. Allen
Does Study Abroad Make A Difference? An Investigation Of Linguistic And Motivational Outcomes, Heather W. Allen
Heather Willis Allen
Investigated linguistic and affective outcomes of summer study abroad participation by 25 college French students. Sought to determine if significant changes occurred in two linguistic factors--oral and listening French skills--and two affective factors--integrative motivation and language anxiety after study abroad.