Portuguese language students in the United States typically also speak Spanish, and Portuguese programs, influenced by ideologies of linguistic purism, ceaselessly battle against its interference. This article describes a qualitative study of the treatment of Spanish utterances--called "taquitos" by participants--in a beginner-level…

Computer-mediated, communication-based foreign language learning programs are showing great promise. Among these, video-synchronous mediated communication seems to offer an effective way to provide speaking practice, although research findings have been inconclusive. Furthermore, among studies that have documented the effectiveness of…

Sequencing language production activities based on the inherent cognitive load of each activity type can improve student performance and self-efficacy on high cognitive load language tasks like conversational speech (either face-to-face or via video chat). This ordering according to cognitive difficulty can scaffold learners in their development…

Studies have documented the contribution of vocabulary knowledge in second language acquisition and have shown the benefits of repetition, creating context, and the use of multimodal instruction across visual and verbal modalities. This study examined instructional strategies used to teach French vocabulary in an inclusive, prekindergarten foreign…

This study investigated the dynamics between matched heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads in the Spanish L2 classroom. Data come from 15-minute video recordings of 16 dyads, including four HLL-HLL, four L2L-L2L, and eight HLL-L2L dyads that were collected during collaborative writing…

Inverted ("flipped") pedagogical models are rapidly increasing in prevalence within language education. These models are particularly relevant for language learning given that they promote learner agency and encourage the use of artifacts to mediate cognition. However, the specific methods used in these models are often not anticipated…

This exploratory classroom study investigated the effects of two video-assisted pronunciation interventions on the French pronunciation of 12 males and 7 females (n = 19) enrolled in a fourth-year high school French class. Interventions occurred three times per week over a semester and required participants to repeat what they heard while watching…

This study investigated the relationships between the beliefs and practices of K-12 native Chinese teachers on Chinese language and literacy instruction. Using a descriptive-exploratory design, this study employed a mixed-methods approach consisting of three steps: (1) a teacher beliefs questionnaire, (2) classroom observations and videotaping,…

The study compared participant comprehension of foreign language video content using two advance organizer (AO) strategies while exploring the benefits of AOs as proficiency increases. Participants were 50 advanced-beginner Spanish college students in three sections. Collaborative reading condition participants read a target language narrative…

Grammar instruction is at the center of the target language (TL) and code-switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French-only grammar instruction and French/English grammar instruction on elementary-level students'…

This article describes a classroom project using one-to-one desktop videoconferencing to enhance the development of second language (1.2) oral skills. Eighteen university students worked collaboratively with expert speakers to complete task-based activities. The author gathered data from video-recording samples, reflections, and oral interviews to…