The purpose of this study is to determine if heritage speakers can effectively instruct pronunciation to their non-native speaker peers to support faculty. The researcher of this study assessed non-native speaker participants' pronunciation of Spanish using pronunciation instruction and instructor background as variables (N=111: 91 underwent…

Appropriate placement of language learners continues to be challenging for postsecondary world language programs. The Seal of Biliteracy is now available in all of the states for high school students. While the Seal is an admirable program, using it in higher education can be problematic because the proficiency levels needed to attain the Seal…

This study investigates the effectiveness of the PACE approach (Adair-Hauck & Donato, 2002) for grammar teaching in beginning (novice mid/high) second language (L2) Spanish classes. Even though research has reported instructional benefits for PACE in L2 French (Groenveld, 2011), Alutiiq (Branson, 2015), and ESL (Harris, 2017; Ngo, 2018), to…

The beneficial role of collaborative dialogue in second language (L2) writing has been established, with considerable research investigating the role that collaborative writing tasks play in facilitating language learning by promoting language-related episodes (LREs). However, when compared to that of commonly taught languages, research…

The shift from teacher-centered to student-centered instruction requires language teachers' roles to change from being lecturers and controllers to facilitators and advisors. This shift requires students to have a high degree of learner autonomy. However, some teachers hesitate to promote learner autonomy. If they remain uncertain about the…

This study investigates the effects of motivation and structured input on the acquisition of English past tense regular forms. The role of motivation in the positive effects generated by processing instruction has been investigated in one previous study (Farhat & Benati, 2018). However, more research is needed to generalize the initial…

Language instruction at the Defense Language Institute Foreign Language Center (DLIFLC), as it does at colleges and universities, focuses on developing linguistic competence. There is no textbook or teaching materials that explicitly and systematically teach students the pragmatic knowledge of the target language. Such knowledge is either…

Graduates who typically have L1 English, have majored in one foreign language (FL, L2) or more at university and have gone on to occupy FL posts in the UK civil service have reported mismatches between their pre-employment L2 learning and the tasks they face in the workplace. Such reported divergences in UK civil service capability have not,…

Team teaching is re-emerging as a relevant research topic in language education due to the complexity and realities of globalization (Williams, Evans, & Metcalf, 2010). This qualitative study examined the characteristics of high-performing teams and their leadership in foreign language programs. Fifty-four college-level teachers, department…