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Olesya Kisselev; Mihail Kopotev; Anton Vakhranev – Modern Language Journal, 2025
Lexical proficiency in a second language (L2) has long been effectively assessed through the measurement of various lexical indices, or textual characteristics that act as observable indicators of such conceptual categories as lexical richness, diversity, sophistication, and fluency. While many studies have established links between these lexical…
Descriptors: Language Proficiency, Russian, Second Language Learning, Second Language Instruction
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Marije Michel; Dwight Atkinson; Amable Custodio Ribeiro; Theodora Alexopoulou; Marco Cappellini; Søren Wind Eskildsen; Xuesong Gao; John Hellermann; Hayriye Kayi-Aydar; Wander Lowie; Jorge Andres Mejía-Laguna; Lourdes Ortega; Simona Pekarek Doehler; Miyuki Sasaki; Masatoshi Sato; Steven L. Thorne; Yongyan Zheng – Modern Language Journal, 2025
In this final article in this guest-edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different…
Descriptors: Second Language Learning, Language Acquisition, Second Language Instruction, Educational Research
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Adebimpe Adegbite – Modern Language Journal, 2025
In the Yoruba community, proverbs are regarded as Yoruba philosophy repository, with wisdom, brevity, criticality, and stored experience that are believed to be a viable tool of acquiring the language. Hinging on reversing language shift model theory, the study investigated: (a) whether Yoruba proverbs are effective in the acquisition of Yoruba…
Descriptors: Foreign Countries, African Languages, Proverbs, Folk Culture
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Kara Moranski – Modern Language Journal, 2025
Domestic immersion (DI) is an effective context for postsecondary language learning, given that DI's instructor-curated environments promote meaningful second language use while providing abundant support for learners. However, DI is at present understudied within second language acquisition research, especially when compared to its more…
Descriptors: Second Language Learning, Second Language Instruction, Spanish Speaking, Oral Language
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Caitlyn Allen Pineault – Modern Language Journal, 2025
Many scholars have identified teacher education (TE) as a crucial site for strengthening the research-practice interface. Much of this work has focused on formal TE opportunities, English-language instructors, or university-level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout…
Descriptors: Kindergarten, Elementary Secondary Education, Teacher Education, Faculty Development
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Bing Mu; LeAnne Spino – Modern Language Journal, 2025
Developing proficiency and intercultural competence are goals promoted by the Modern Language Association and widely shared by postsecondary second language programs across the United States. Although the development of proficiency has been studied extensively in this context, comparatively little is known about how intercultural competence…
Descriptors: Second Language Learning, Language Proficiency, Competence, College Second Language Programs
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M. Garrett Delavan; Juan A. Freire; Ester de Jong – Modern Language Journal, 2025
This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so-called…
Descriptors: Bilingual Education, Equal Education, Decision Making, Immersion Programs
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Dwight Atkinson; Jorge Mejía-Laguna; Amable Custodio Ribeiro; Marco Cappellini; Hayriye Kayi-Aydar; Wander Lowie – Modern Language Journal, 2025
This complex article has six subsections. Following a brief introduction, one team of three co-authors and three single authors present compact statements of their distinctive individual research perspectives on second language acquisition and teaching (SLA/T): Atkinson, Mejía-Laguna, and Ribeiro offer a sociocognitive perspective; Cappellini…
Descriptors: Self Concept, Second Language Learning, Second Language Instruction, Teaching Methods
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Jifeng Wu; Xiaofei Lu; Renfen Hu; Yun Lin; Fengkai Liu – Modern Language Journal, 2025
The adjustment of syntactic and phraseological complexity is a key consideration in text adaptation. However, research on this topic in the context of Chinese as a second language (CSL) remains limited. Using 700 CSL reading texts graded following the newly issued Chinese Proficiency Grading Standards for International Chinese Language Education,…
Descriptors: Syntax, Phrase Structure, Grading, Standards
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Kevin Wai Ho Yung – Modern Language Journal, 2025
The recent dynamic turn in second language acquisition research has called for an investigation in learner agency by taking its complex dynamic nature into account. Informed by complex dynamic systems theory (CDST), this study investigated the agency of learners in a complex educational context where mainstream schooling and private tutoring…
Descriptors: Systems Approach, Electronic Learning, Online Courses, Tutoring
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Tripp Strawbridge – Modern Language Journal, 2025
Study abroad (SA) is touted for providing language learners with regular exposure to a second language (L2) in naturalistic settings. However, few studies have examined how interaction occurs in situ. This study analyzed 13 hours of naturalistic dyadic conversations self-recorded by 15 US-based undergraduate sojourners studying abroad for one…
Descriptors: Native Speakers, Second Language Instruction, Second Language Learning, Intercultural Communication
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Yongyan Zheng; Lourdes Ortega; Simona Pekarek Doehler; Miyuki Sasaki; Søren Wind Eskildsen; Xuesong Gao – Modern Language Journal, 2025
In this article, we present our vision of a transformed second language acquisition and teaching (SLA/T) disciplinary community that approaches second language (L2) education through four pillars. The first pillar is praxeology (i.e., the study of human action) to highlight the sociocontextually emergent nature of L2 competence. It locates the…
Descriptors: Praxis, Humanism, Equal Education, Social Environment
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Darren K. LaScotte – Modern Language Journal, 2025
The construct of identity has been widely debated among social theorists, as previous understandings of identity have given way to new conceptualizations that consider the important impact of social contextual and material factors. In light of this, it is clear that our theories of identity construction require heightened consideration of the…
Descriptors: Language Teachers, Teacher Education, Professional Identity, Context Effect
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Masatoshi Sato; Steven L. Thorne; Marije Michel; Theodora Alexopoulou; John Hellermann – Modern Language Journal, 2025
With a forward-looking and problem-solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching--namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple…
Descriptors: Educational Policy, Second Language Learning, Second Language Instruction, Teaching Methods
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Louisa Willoughby; Adam Schembri; Jess Kruk – Modern Language Journal, 2025
Around the globe, beginner sign language programs have seen surging enrolments in recent years. Yet relatively few learners progress to higher-level sign language study. In this article, we explore factors shaping retention and attrition among a cohort of 70 beginner Australian Sign Language (Auslan) students studying in a vocational education…
Descriptors: Sign Language, Academic Persistence, Career and Technical Education, Student Characteristics
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