Language and Literacy Education Commons^™

Attending To Present Others: A Framework For Supporting Multilingual Graduate Writers, María P. Carvajal Regidor, Allison Kranek

The Writing Center Journal

Extending prior work on present others, individuals who are not physically present in writing center sessions—such as advisors, colleagues, and peers—but who directly or indirectly impact what happens during consultations (Kranek & Carvajal Regidor, 2021), we argue that attending to present others is one way to more holistically support multilingual graduate writers. Based on data from session recordings, we contend that present others can be used as a framework to train consultants to better address the specific needs of this student population by acknowledging their socialization processes, feedback networks, language needs, and emotions. Then, we share two approaches to consultant …

Reimagining Wpa And Writing Center Administration Centering Minority Writers, Saurabh Anand

The Writing Center Journal

This piece explores the discussions surrounding multilingualism, internationalization, and queerness within writing center studies (WCS). As a branch of writing program administration (WPA), this piece situates above-disciplinary conversations in relation to second language studies (SLS) and broader language and literacy education scholarship to identify areas where disciplinary collaboration and attention are still needed, particularly around questions of professional development, administrative strategies, and pedagogies supporting multilingual writers in writing center spaces. This piece begins by reviewing the major trends, contributions, and key terms in existing literature centering on multilingual writers and SLS to identify ways and areas of collaboration and disciplinary …

On The Intersectionality Of Second Language Writing Research And Writing Center Practice: Facing Today’S Diverse Linguistic Landscape, Ghada Gherwash, Hadi Banat

The Writing Center Journal

Guest editors' introduction for The Writing Center Journal 43:3 (2025).

From “Contact Zone” To “Collaborative Zone”: Multilingual Writers’ Tensions And Opportunities In The Writing Center, Qianqian Zhang-Wu, Isabelle M. Lundin, Neal Lerner

The Writing Center Journal

Writing center scholars have adopted Pratt’s (1991) “contact zone” metaphor to describe the diversity of consultants and students in writing centers, but this literature has largely overlooked the perspectives of multilingual students. Through surveys, interviews, and session data, we found that while multilingual students described rich linguistic identities, they also experienced tension and instability as language users. Students often framed their considerable language assets as deficiencies in academic writing contexts. They faced additional tension between instructor expectations and their own understanding of assignment goals. Students frequently sought native-like language competency from consultants and expected them to serve as informants about …

Front Matter

The Writing Center Journal

Front matter for The Writing Center Journal 43:3 (2025).

“Dear Colleague”: Upholding Multilingual Voices And Pedagogies In Writing Centers Against Flattening Forces, Melanie Mcnulty, Amina Selimaj

The Writing Center Journal

Drawing on the dual perspectives of a writing center administrator and a tutor, this paper explores how political symbolism—such as the Department of Education’s 2025 “Dear Colleague” letter—technological homogenization, and institutional consolidation are contributing to a resurgence of standard language ideology and attempting to erode linguistic diversity. We argue that writing center administrators and tutors must confront their own biases, reflect on their positionality, and adopt pedagogies that prioritize inclusion and agency over assimilation; and must refuse these pressures that seek to judge diversity as deficit and flatten difference into sameness.

Native-Speakerism And Multilingual Student Anxiety In One-To-One Mentoring, Grace Lee-Amuzie

The Writing Center Journal

While one-to- one writing tutoring is often viewed as a supportive space for student writers, it can also reproduce racialized linguistic hierarchies that exacerbate anxiety for multilingual students. This article examines second language (L2) anxiety as a structurally induced emotional response to native-speakerism— the ideology that privileges white, Anglophone, native English speakers as the standard for language competence. Drawing from L2 anxiety research in applied linguistics and writing center studies, the article explores how native-speakerism influences multilingual students’ self-perception, interaction, and performance in L2 during one-to- one tutoring. It discusses the sources and dimensions of L2 anxiety across all four …

The Myth Of Revising By Ear: Does It Help Multilingual Writers?, Soo Hyon Kim

The Writing Center Journal

This study examines what multilingual writers notice while they read their writing aloud, and whether reading aloud helps improve the accuracy of their writing during revision. It also investigates whether multilingual writers’ second language (L2) proficiency influences the extent to which reading aloud impacts revision. To address these questions, a counterbalanced, mixed design study was carried out with two experimental conditions: revising while reading aloud and revising while reading silently. Multilingual writers of higher and lower English proficiency at a large research university participated in a two-day sequence of composition and revision, two times, over the course of two weeks. …

Engaging Transnational Writing Assets In The Writing Center: New Pedagogical Directions For Supporting International Multilingual Students, Olalekan T. Adepoju

The Writing Center Journal

This article argues for a shift in writing center pedagogy toward prioritizing transnational writing assets as the basis of our work with international multilingual writers specifically and every writer we encounter generally. While writing center scholarship has paid attention to the influences of language, cultural and rhetorical differences among native and non-native English speakers/ tutors in the writing center, much of this discussion has taken the “comparative” route rather than a “trans-d” (transnational) route with potentials to transform our engagements with scholars, students, and writers from other parts of the world. This IRB-approved research reveals that international multilingual writers possess …

Back Matter

The Writing Center Journal

Back Matter for Writing Center Journal 43.3.(2025)

Spotlight: Resources For Ukrainian, Margaret Godwin-Jones

Russian Language Journal

The Digital Resources Corner (DRC) offers reviews of new digital resources that could be beneficial in the teaching and/or learning of Slavic languages. It is intended for instructors looking for or evaluating different materials to use in the classroom.

Perspectives Of Russian Language Educators On Meeting The Needs Of Heritage And L2 Learners In Mixed Classes, Maria Goebert

Russian Language Journal

In less commonly taught languages, such as Russian, heritage and non-heritage learners often share the same classes. Teachers in these settings must differentiate instruction to meet the diverse needs of their students. Online teaching adds an additional layer of complexity that instructors must address in their course design. This qualitative study explores the perspectives of 12 Russian language educators, working across various educational settings, on the language learning needs of heritage and non-heritage learners in mixed classes. It examines how these teachers adapt their instruction to support their students and meet the demands of different teaching modalities. The study also …

Variability Of Individual Learner Trajectories In A Transformative Language Program, Victoria Hasko, Anastasiya Smith

Russian Language Journal

This qualitative multiple case study investigates how individual learner differences manifest and evolve within a transformative, proficiency-oriented undergraduate Russian language program. Drawing on complexity theory and transformative approaches to language education, the study explores how learners’ motivations, identities, and professional aspirations develop in a curriculum that integrates advanced language learning with long-term career planning. Three focal participants were followed longitudinally across their undergraduate trajectories, using a combination of standardized proficiency assessments and in-depth reflective interviews. Thematic analysis revealed four key themes shaping learner development: evolving orientations toward language learning, the curriculum as a transformative scaffold, emerging professional identities, and growing …

The Mediating Role Of Positive Psychology: Mindfulness And Learner Beliefs In The Russian Language Classroom, Kelly Knickmeier Cummings

Russian Language Journal

Language learning is an inherently emotional process, shaped by both positive and negative experiences that influence the individual difference of learner beliefs. This article explores the mediating role of positive psychology (PP) in second language acquisition (SLA), with a particular focus on mindfulness and its potential to reshape learner beliefs in the Russian language classroom. Drawing on theories such as Seligman’s PERMA model and Fredrickson’s broaden-and-build theory, as well as evidence-based interventions, the article argues that mindfulness-based interventions (MBIs) provide practical tools for cultivating positive learner beliefs and inclusive, growth-oriented classroom environments. Examples of MBIs—including practices of noticing, savoring, exploring …

A Comparative Study Of Conceptual Metaphors In Indonesian And Chinese Economic Headlines, Hendy Yuniarto

Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya

This study examines how economic concepts are metaphorically constructed in Indonesian and Chinese news headlines. Employing the Lakoff and Johnson's framework of Conceptual Metaphor Theory, the study analyzes and compares conceptual metaphors in economic news headlines from CNBC Indonesia and China Business Network published between January and April 2025. Employing a qualitative methodology guided by MIPVU, the study mapped conceptual economic metaphors in a corpus of 500 economic news headlines. The investigation demonstrates a significant overlap in the conceptualization of economic events in both languages: economic actions are physical movements, business is a natural force, economy is a competition, money …

Culturally Sustaining Literacy Practices: Insights From Pre-Service Educators, Patricia E. Lane

Journal of Multicultural Affairs

The research question for this paper is: How does the tenet culturally sustaining pedagogy of the Integrated Teacher Education Program bridge and/or buffer pre-service teachers’ literacy experiences? Through the use of a case study, the researcher examines Integrated Teacher Education Program (ITEP) pre-service educators’ experiences incorporating culturally sustaining pedagogy into the literacy classroom, while also investigating whether these practices serve to bridge and/or buffer pre-service teachers’ experiences (Honig & Hatch, 2004).

Developing Digital Feedback Literacies In Language Teacher Education: Peer And Partnership Approaches In The Postdigital Age, Jennifer Schluer

Journal of Media Literacy Education

Critical media literacy needs to be seen as a central component of language teacher education, especially in the postdigital age. One underexplored dimension, however, is digital assessment literacy and in particular digital feedback literacy (Schluer, 2022a). Even though recent years witnessed a proliferation of digital technologies for feedback exchanges, pedagogical guidance for the use of digital feedback remains almost non-existent (but see Schluer, 2022a; 2023; 2024a). Theoretically, this paper connects the concept of Digital Feedback Literacies (DFL) to the frameworks of Critical Media Literacies (CML) and Postdigital Literacies (PDL). Empirically, it presents insights from research on digital peer feedback as …

Implicitly Developing Young Learners’ Digital And Media Literacy Through Technology-Enhanced Tasks In Primary Efl Classrooms, Andreas Kullick

Journal of Media Literacy Education

This article presents a research project that explored the perspectives of preservice and in-service primary English language teachers on the use of technology-enhanced tasks to support young learners’ development of oral communicative competence in the diverse primary English as a foreign language (EFL) classroom. The classroom-based research involved the implementation of technology-enhanced tasks in three different projects in three different primary schools. The projects aimed to support young learners in developing their speaking competence in the target language. Data were collected through classroom observation, teacher training, videography of lessons, and participant interviews. Reflexive thematic analysis was used to analyse the …

Digital Texts And Diversity-Sensitive Foreign Language Teaching, Anne-Marie Lachmund, Manuela Franke

Journal of Media Literacy Education

Digital reading differs significantly from reading on paper, posing several challenges, especially for students learning a second or third foreign language. The complexity of engaging with authentic digital sources is further intensified by the diversity within learner groups. First, the objectives for developing digital reading proficiency in a foreign language are explored, identifying the skills necessary for competent digital readers. Building on these objectives, the paper then addresses the diverse needs of learners, taking into account neurodiverse students in diversity-sensitive teaching environments. The focus lies on the field-specific dynamics of digital reading, particularly those impacting learners with ADHD, dyslexia, and …

Beyond The Episode: A Case For Serial Literacy In Efl Education Classrooms, Julie Intveen, Tim Illigens

Journal of Media Literacy Education

Serial storytelling, characterized by its interplay of vertical (episodic) and horizontal (long-form) narrative structures, offers a unique opportunity for media literacy in English as a Foreign Language (EFL) education. This paper argues for the development of a serial literacy framework, a concept that expands traditional film literacy models to accommodate the distinct demands of serialized narratives. By using Inventing Anna (Rhimes, 2022) as a case study, the study explores how serial storytelling fosters engagement with themes of identity construction, ethical ambiguity, and transmedial storytelling. This paper elaborates on serial literacy, considering its implications within foreign language learning contexts. The study …

At A Crossroads: Is English-Only Gaining New Ground In U.S. Education Policy?, Joao Goebel

SPACE: Student Perspectives About Civic Engagement

This article explores the implications of the recent Executive Order declaring English the official language of the United States, situating it within the historical context of English-only ideology and its impact on multilingual learners. While framed as a unifying policy, the order revokes Executive Order 13166, reducing federal protections for language access and echoing past efforts to marginalize non-English languages in schools. Drawing on precedents from 19th-century monolingual policies to Proposition 227, the article argues the order signals a renewed shift toward restrictive, subtractive approaches, offering an "educated guess" about their potential return and consequences. The analysis considers broader impacts …

From Dictionary To Classroom: Philippine English In The Oxford English Dictionary And Language Education In The Philippines, Danica Salazar

Journal of English and Applied Linguistics

The present article offers an overview of the Oxford English Dictionary’s (OED) continuing efforts to improve its coverage of words originating from world varieties of English, such as those spoken in Anglophone communities in postcolonial Southeast Asia. In these new centers of English, millions of second-language speakers use a variety of linguistic mechanisms to adapt the English word store to their unique cultural and social milieu, and the OED is documenting this distinctive vocabulary by including a wider range of lexical innovations from Southeast Asian varieties of English that more accurately reflect the way that the language is being used …

Enhancing English Literacy Through Task-Based Learning In A Technology-Integrated Classroom, Yueh-Tzu Chiang

Journal of English and Applied Linguistics

This study explored the impact of task-based teaching in a technology-enhanced environment, following the blended ladder model (Gravel et al., 2014), on second language (L2) learners’ English reading and writing skills. The study aimed to promote reading habits through extensive reading (ER), improve language skills via technology-assisted platforms (e.g., ZUVIO and Classdojo), and reduce writing anxiety. Two classes of 40 students each were divided into higher proficiency (HP) and lower proficiency (LP) groups for an eight-week intervention. Both classes participated in two interventions: self-selected reading materials with reading journals and task-based learning involving grammar, sentence structure, and authentic writing tasks …

Discourse, Power, And Pedagogy In Ai And Human-Designed Efl Lesson Plans: A Clil And Systemic Functional Linguistic Perspective, Christian D. Libunao, Vincent A. Morales

Journal of English and Applied Linguistics

The integration of generative artificial intelligence (GAI) into English language teaching (ELT) raises important questions about how AI-generated lesson plans shape pedagogy, interaction, and ideology compared to human-designed materials. This study examines how ChatGPT-generated lesson plans converge with or diverge from those published by the British Council, with particular attention to teacher and learner roles, classroom power dynamics, and pedagogical scaffolding. A triadic framework combining systemic functional linguistics (SFL), critical discourse analysis (CDA), and content and language integrated learning (CLIL) was applied to three British Council lesson plans and three thematically matched ChatGPT outputs. Findings reveal that both sets of …

A Content Analysis Of Spanish Language Curriculum In Texas, Sarah Moore, Jessica Sanchez, Sarah Herrera

Journal of Global Awareness

The shortage of Spanish-speaking social workers is significant in the United States, especially in border states such as Texas. Experts are calling for Spanish language training in social work education. However, it is unclear whether social work programs are incorporating Spanish into their curriculum at a pace needed to keep up with demand. Using conceptual content analysis, this article examines the frequency of Spanish language courses relevant to social work education across Texas.

Notes From The Editor, Jay Nathan

Journal of Global Awareness

No abstract provided.

Global Pathways: Suwon, South Korea, Amanda D. Ledger

Capstone Collection

This capstone proposes the Global Pathways: Suwon program, a semester-long study abroad initiative developed in partnership between Southern New Hampshire University (SNHU) and Kyonggi University (KGU) in Suwon, South Korea. The program responds to current limitations in study abroad, particularly the prevalence of short-term tourism-oriented experiences and curricula that prioritizes Western perspectives. A needs assessment consisting of student interviews, surveys, and professional consultation demonstrated strong interest in programs that combine language learning, cultural immersion, and career development. Findings also highlighted the importance of financial accessibility, reciprocal host partnerships, and ongoing advising support. Drawing on Freire’s critical pedagogy and Vygotsky’s sociocultural …

Star Wars: Andor – An Abolitionist Study Guide, Marcelo Garzo Montalvo, Isaac Ginsberg Miller

Feminist Pedagogy

This study guide provides a set of activities for teaching abolition through Season 1 of the speculative fiction TV series Star Wars: Andor (2022). Through the practice of critical literacy (viewing, reading, and analysis), we offer various ideas on how to engage Andor as a relevant pedagogical tool for studying and teaching abolitionist movement histories and methodologies. By guiding students through a critical analysis of this widely-circulated, mainstream cultural text, we seek to activate an abolitionist pedagogical lens that can be applied across various genres and media – making tangible connections between popular culture and political struggles writ large. These …

From Transparency To Complexity: Enhancing English Reading Skills In Turkmen-Speaking Adults, Mahrijemal Taganova

Education Dissertations

The recent increase in Turkmen immigration to the United States has highlighted

significant challenges these immigrants face due to language barriers, despite their high

educational qualifications and professional backgrounds. This study investigates whether a linguistics-based approach to reading instruction can improve English literacy among Turkmen-speaking adults.

Drawing on a comprehensive review of empirical studies, this paper evaluates the impact

of phonological awareness on reading and listening skills, the role of orthographic knowledge in

decoding and spelling, and the importance of morphological awareness for vocabulary

development and reading comprehension among EFL (English as a foreign language) learners. The analysis reveals that …

Cv: Deborah Augsburger (Literacy), Deborah Augsburger

Education Department Faculty Curricula Vitae

No abstract provided.