This study examines the usefulness of a Process Drama approach for supporting the development of linguistic and communication skills of preservice teachers learning French as a world language in an Early Childhood Education licensure program. Process Drama is an interactive approach to teaching language in which the teacher and students carry out…

Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar-based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency-based instruction, few studies have investigated the relationship between proficiency-based…

An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K-12 and university settings in the United States to compare…

This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers (n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti-biased,…

The goal of the present study was to investigate the instructional potential of metacognitive strategies to improve listening comprehension and the automaticity of listening processes. A pretest-treatment-posttest design was adopted and used in seven sections of second-semester French. Differences were found based on initial listening proficiency…

This longitudinal study explores how the language proficiency of eight (N = 8) US-affiliated university students developed relative to their smartphone usage during study abroad (SA) in Paris. Phone usage was tracked daily with Space, proficiency weekly using NCSSFL-ACTFL Can-Do statements, and language use monthly via a Language Engagement…

This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students (N = 51) in three, high-intermediate/low-advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing…

The shift to online instruction brought about by the novel coronavirus exacerbated language teaching and learning constraints already highlighted by foreign language (FL) research. However, it is important that FL courses keep preparing learners for global careers and interactions with native speakers--whether courses take place in-person,…

Since the COVID-19 pandemic has led to nation-wide school closures, the transition to remote teaching has caused profound disruption to classroom instruction. In this article, I share the impact that this forced transition has had on the redesign of the second half of a French course entitled "Gaming culture and culture of games," to…

Developing intelligible pronunciation is an important goal for language learners. Although it can be fostered through explicit instruction in communicative-based courses, instructors need practical solutions to address their learners' pronunciation individually. This one-semester quasi-experimental mixed methods study of 60 Generation Z novice…

This study examined the effect of benchmarking and peer-assessment activities on second language (L2) French learners' self-assessments of accentedness, comprehensibility, and fluency. The learners, who included 25 L2 French students enrolled in a 15-week university-level French course, recorded two oral presentations at the beginning and the end…

In recent years, research in multimodality has established the benefits of using multiple semiotic modes like image, sound, and text in digital second language (L2) communication. However, researchers have yet to investigate how L2 learners make meaning through embodied modes--or gestures and facial expressions. Grounded in the social semiotic…

In response to shifting sociocultural constructions of gender and the emerging visibility of non-binary subject positions, grammatically binary linguistic systems, such as French, are being challenged, subverted, and adapted. This paper describes and analyzes formal, structural, and ideological aspects of how contemporary French speakers are…

Hansen states that "FL studies must learn to conceive of culture as an open, multi-voiced and dialogical interaction full of contradictions." One advocated approach to teach transcultural understanding is through the analysis of cultural narratives. Kearney defines cultural narratives as "the multiple (sometimes competing),…

This article focuses on the construct of linguistic risk-taking and outlines a new pedagogical initiative implemented at a Canadian bilingual postsecondary institution. The Linguistic Risk-Taking Initiative aims at encouraging language learners to target specific challenges and seek opportunities to practice their second official language (French…