Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-28T07:35:07.042Z Has data issue: false hasContentIssue false

Bibliography

Published online by Cambridge University Press:  27 July 2023

Paul A. Malovrh  and
Nina Moreno
Paul A. Malovrh
Affiliation:
University of South Carolina
Nina Moreno
Affiliation:
University of South Carolina
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Second Language Identity
Awareness, Ideology, and Assessment in Higher Education
 , pp. 269 - 287
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ACTFL. (1982). ACTFL Provisional Proficiency Guidelines. New York, NY: ACTFL.Google Scholar
ACTFL (1986). ACTFL Proficiency Guidelines. Yonkers, NY: ACTFL.Google Scholar
ACTFL (2012). ACTFL Proficiency Guidelines 2012. White Plains, NY: ACTFL.Google Scholar
ACTFL (2017). Assigning CEFR Ratings to ACTFL Assessments. www.actfl.org/publications/additional-resoures/assigning-cefr-ratings-actfl-assessments (July 6, 2020).Google Scholar
Adair-Hauck, B., Donato, R., & Cumo-Johanssen, P. (2010). Using a story-based approach to teach grammar. In Shrum, J. L. & Glisan, E. W. (eds.), Teacher’s Handbook: Contextualized Foreign Language Instruction (4th ed., pp. 216–244). Boston, MA: Cengage Learning.Google Scholar
Adrada-Rafael, S. (2016). Processing the Spanish imperfect subjunctive: Depth of processing under different instructional conditions. Applied Psycholinguistics, 38(2), 477–508. DOI: https://doi.org/10.1017/S0142716416000308.CrossRefGoogle Scholar
Ahn, R. C. (2005). Five Measures of Interlanguage Pragmatics in KFL (Korean As Foreign Language) Learners. ProQuest Dissertations & Theses Global. www.proquest.com/dissertations-theses/five-measures-interlanguage-pragmatics-kfl-korean/docview/305009182/se-2.Google Scholar
Alamer, A. (2021). Grit and language learning: Construct validation of L2-Grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41(5), 544–562.Google Scholar
Allen, W. W. (2004). Teaching languages and cultures in a post-9/11 world: A personal reflection. The Modern Language Journal, 88(2), 285–289.Google Scholar
Altman, H. B. (1980). On the need for a profession of language teachers. Canadian Modern Language Review, 36(3), 397–402.CrossRefGoogle Scholar
Anton, M., & Pendexter, T. (2022). Discourse approaches to second language reflections in portfolio assessment: An activity theory account of learner agency. In Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.), Contexts of Co-constructed Discourse: Interaction, Pragmatics, and Second Language Applications (pp. 163–182). New York, NY: Routledge.Google Scholar
Anya, U. (2020). African Americans in world language study: The forged path and future directions. Annual Review of Applied Linguistics, 40, 97–112. DOI: https://doi.org/10.1017/S0267190520000070.CrossRefGoogle Scholar
Aoki, M. A. (2013). The role of testing language proficiency as part of teacher certification. Modern Language Journal, 97(2), 539–540.CrossRefGoogle Scholar
Archibald, J. (2018). Advanced‐level L2 phonology. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 239–263). Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Ardasheva, Y., Wang, Z., Adesope, O. O., & Valentine, J. C. (2017). Exploring effectiveness and moderators of language learning strategy instruction on second language and self-regulated learning outcomes. Review of Educational Research, 87(3), 544–582.CrossRefGoogle Scholar
Arves, V., & Medgyes, P. (2000). Native and non-native teachers in the classroom. System, 28(3), 355–372.Google Scholar
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86(4), 525–545. DOI: https://doi.org/10.1111/1540–4781.00159.CrossRefGoogle Scholar
Azkarai, A., Oliver, R., & Gil-Berrio, Y. (2022). Examining deductive versus guided instruction from an interactionist perspective. Language Learning, 72(S1).CrossRefGoogle Scholar
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.Google Scholar
Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice. Oxford: Oxford University Press.Google Scholar
Bakhtin, M. (1981). The Dialogic Imagination: Four Essays by M. M. Bakhtin. Austin, TX: University of Texas Press.Google Scholar
Bakhtin, M. (1984). Problems of Dostoevsky’s Poetics. Translated by C. Emerson. Minneapolis, MN: University of Minnesota Press.CrossRefGoogle Scholar
Bakhtin, M. (1986). Speech Genres and Other Late Essays. Translated by V. McGee. Austin, TX: University of Texas Press.Google Scholar
Baldwin, L., & Long, A. (2013). Investigating Instructors’ Stated Beliefs about Pronunciation Instruction in the Spanish Foreign Language Classroom. Paper presented at the American Association of Applied Linguistics Conference, Dallas, TX.Google Scholar
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Language Learning: A Journal of Research in Language Studies, 50(1), xi–491.Google Scholar
Barnwell, D. P. (1996). A History of Foreign Language Testing in the United States: From Its Beginnings to the Present. Tempe, AZ: Bilingual Press.Google Scholar
Barrette, C. M., & Paesani, K. (2018). Conceptualizing cultural literacy through student learning outcomes assessment. Foreign Language Annals, 51(2), 331–343.CrossRefGoogle Scholar
Beaudrie, S. (2020). Towards growth for Spanish heritage programs in the United States: Key markers of success. Foreign Language Annals, 53(3), 416–437.CrossRefGoogle Scholar
Beaudrie, S., Amezcua, A., & Loza, S. (2019). Critical language awareness for the heritage context: Development and validation of a measurement questionnaire. Language Testing, 36(4), 573–594. DOI: https://doi.org/10.1177/0265532219844293.CrossRefGoogle Scholar
Beaudrie, S., Amezcua, A., & Loza, S. (2021). Critical language awareness in the heritage language classroom: Design, implementation, and evaluation of a curricular intervention. International Multilingual Research Journal, 15(1), 61–81. DOI: https://doi.org/10.1080/19313152.2020.1753931.CrossRefGoogle Scholar
Beltrán, J., & Stabler-Havener, M. L. (2019). New trends in pragmatics assessment research: An introduction. Studies in Applied Linguistics & TESOL, 19(1), i–ii. DOI: https://doi.org/10.7916/salt.v19i1.1405.Google Scholar
Benke, E., & Medgyes, P. (2005). Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners. In Llurda, E. (ed.), Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession (pp. 195–215). Boston, MA: Springer.CrossRefGoogle Scholar
Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10(2), 179–196.CrossRefGoogle Scholar
Bennett, M. J. (1993). Intercultural sensitivity. Principles of Training and Development. Portland, OR: Portland State University, 25(21), 185–206.Google Scholar
Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24, 560–567.CrossRefGoogle Scholar
Bialystok, E. (1994). Analysis and control in the development of second language proficiency. Studies in Second Language Acquisition, 16(2), 157–168.CrossRefGoogle Scholar
Bialystok, E. (2001a). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Bialystok, E. (2001b). Metalinguistic aspects of bilingual processing. Annual Review of Applied Linguistics, 21, 169–181.CrossRefGoogle Scholar
Block, D. (2003). The Social Turn in Second Language Acquisition. Washington, DC: Georgetown University Press.Google Scholar
Block, D. (2012). Class and SLA: Making connections. Language Teaching Research, 16(2),188–205.CrossRefGoogle Scholar
Block, D. (2017). Political economy in applied linguistics research. Language Teaching, 50(1), 32–64. DOI: https://doi.org/10.1017/S0261444816000288.CrossRefGoogle Scholar
Block, D., & Gray, J. (2018). French language textbooks as ideologically imbued cultural artefacts: Political economy, neoliberalism and (self) branding. In Coffey, S. & Wingate, U. (eds.). New Directions for Language Learning in the 21st Century (pp. 115–131). London: Routledge.Google Scholar
Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural Pragmatics: Requests and Apologies. Norwood, NJ: Ablex.Google Scholar
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.CrossRefGoogle Scholar
Bouton, L. F. (1988). A cross-cultural study of ability to interpret implicatures in English. World Englishes, 7, 183–196.CrossRefGoogle Scholar
Bouton, L. F. (1994). Can NNS skill in interpreting implicature in American English be improved through explicit instruction? A pilot study. In Bouton, L. & Kachru, Y. (eds.), Pragmatics and Language Learning (pp. 88–109). Urbana, IL: University of Illinois at Urbana-Champaign.Google Scholar
Brandl, K. (2008). Communicative Language Teaching in Action: Putting Principles to Work. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Brecht, R. D., Rivers, W. P., Robinson, J. P., & Davidson, D. E. (2017). Professional language skills: Unprecedented demand and supply. In Brown, T. & Brown, J. (eds.), To Advanced Proficiency and Beyond: Theory and Methods for Developing Superior Second Language Ability (pp. 171–184). Washington, DC: Georgetown University Press.Google Scholar
Brown, J. D. (2001). Six types of pragmatics tests in two different contexts. In Rose, K. & Kasper, G. (eds.), Pragmatics in Language Teaching (pp. 301–325). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Brown, J. D. (2008). Testing-context analysis: Assessment is just another part of language curriculum development. Language Assessment Quarterly, 5(4), 275–312, DOI:10.1080/15434300802457455.CrossRefGoogle Scholar
Brown, T., & Bown, J. (eds.) (2015). To Advanced Proficiency and Beyond: Theory and Methods for Developing Superior Second Language Ability. Washington, DC: Georgetown University Press.Google Scholar
Brown, T., Bown, J., & Eggett, D. L. (2015). Advanced foreign language study through global debate. In Brown, T. & Brown, J. (eds.), To Advanced Proficiency and Beyond: Theory and Methods for Developing Superior Second Language Ability (pp. 73–85). Washington, DC: Georgetown University Press.Google Scholar
Brown, A. V., Cox, T. L., & Thompson, G. L. (2017). A comparative discourse analysis of Spanish past narrations from the ACTFL OPI and OPIc. Foreign Language Annals, 50, 793–807.CrossRefGoogle Scholar
Brown, A. V., & Thompson, G. L. (2018). The Changing Landscape of Spanish Language Curricula: Designing Higher Education Programs for Diverse Students. Washington, DC: Georgetown University Press.CrossRefGoogle Scholar
Brown, A. V., Thompson, G. L., & Cox, T. (2021). ACTFL OPIc question prompt and advanced Spanish fluency. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 41–64). Amsterdam: Benjamins.CrossRefGoogle Scholar
Brumfit, C. (1991). Applied linguistics in higher education: riding the storm. BAAL Newsletter, 38, 45–49.Google Scholar
Bui, G., & Skehan, P. (2018). Complexity, accuracy, and fluency. In Liontas, J. I. (ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Hoboken, NJ: John Wiley & Sons. DOI: 10.1002/9781118784235.eelt0046.Google Scholar
Bui, G., Skehan, P., & Wang, Z. (2018). Task condition effects on advanced-level foreign language performance. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 219–237). Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Burns, K. E. (2019). Beyond the idealized native speaker in L2 Spanish contexts: Standard language ideology, authenticity, and consequences for learner identity construction. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 32–52.Google Scholar
Burri, M. (2015). “My perspective changed dramatically”: A case for preparing L2 instructors to teach pronunciation. EA Journal, 31(1), 19–37.Google Scholar
Byrnes, H. (2002). Contexts for advanced foreign language learning: A report on an immersion institute. In Leaver, B. L. & Shekhtman, B. (eds.), Developing Professional-Level Language Proficiency (pp. 61–76). Cambridge: Cambridge University Press.Google Scholar
Byrnes, H. (2009). What kind of resource is language and why does it matter for advanced language learning? In Byrnes, H. (ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp. 1–28). London: Bloomsbury.Google Scholar
Byrnes, H. (2012). Conceptualizing FL writing development in collegiate settings: A genre-based systemic functional linguistic approach. In Manch, R. M.ón (ed.), L2 Writing Development: Multiple perspectives (pp. 190–218). Berlin: de Gruyter Mouton.Google Scholar
Byrnes, H. (2018). Advanced‐Level Grammatical Development in Instructed SLA. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 131–156). Hoboken, NJ: John Wiley & Sons.Google Scholar
Canale, M. (1983a). On some dimensions of language proficiency. In Oller, J. (ed.), Issues in Language Testing Research (pp. 333–342). Rowley, MA: Newbury House.Google Scholar
Canale, M. (1983b). From communicative competence to communicative language pedagogy. Language and Communication, 1(1), 1–47.Google Scholar
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1–47.CrossRefGoogle Scholar
Carrillo Cabello, A., Paesani, K., & Soneson, D. (eds.) (2019). Developing Advanced Speaking Proficiency: Instructional and Curricular Models for Post-secondary Language Programs. Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.Google Scholar
Carroll, J. B. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1(2), 131–151.CrossRefGoogle Scholar
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5–35.CrossRefGoogle Scholar
Cerezo, L., Caras, A., & Leow, R. P. (2016). The effectiveness of guided induction versus deductive instruction on the development of complex Spanish gustar structures: An analysis of learning outcomes and processes. Studies in Second Language Acquisition, 38(2), 265–291.CrossRefGoogle Scholar
Chang, Y. H. S., Yao, Y., & Huang, B. H. (2017). Effects of linguistic experience on the perception of high-variability non-native tones. The Journal of the Acoustical Society of America, 141(2), 120–126.Google Scholar
Colcher, D. (2022). Corrective feedback and the ideological co-construction of expertise. In Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.), Contexts of Co-constructed Discourse: Interaction, Pragmatics, and Second Language Applications (pp. 68–90). New York, NY: Routledge.Google Scholar
Cohen, A. (2020). Issues in the assessment of L2 pragmatics. Lodz Papers in Pragmatics, 16(1), 15–31.CrossRefGoogle Scholar
Coleman, H. (ed.). (2011). Dreams and realities: Developing countries and the English language. London: British Council.Google Scholar
Collentine, J. (2004). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition, 26, 229–250.Google Scholar
Cook, V. J. (1992). Evidence for multicompetence. Language Learning, 42(4), 557–591.Google Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Cox, T. L. (2017). Understanding intermediate-level speakers’ strengths and weaknesses: An examination of OPIc tests from Korean learners of English. Foreign Language Annals, 50, 84–113. DOI: https://doi.org/10.1111/flan.12258.Google Scholar
Craik, F. I. M., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior 11, 671–684. DOI: https://doi.org/10.1016/s0022–5371(72)80001-x.Google Scholar
Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613–659.Google Scholar
Culman, H., Henry, N., & VanPatten, B. (2009). The role of explicit information in instructed SLA: An on‐line study with processing instruction and German accusative case inflections. Die Unterrichtspraxis/Teaching German, 42(1), 19–31.CrossRefGoogle Scholar
Czerwionka, L. (2021). Using the L2 to express intercultural competence. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 273–298). Amsterdam: Benjamins.CrossRefGoogle Scholar
Czerwionka, L., & Showstack, R. (2022). Introduction: Context and co-construction in interaction, pragmatics, and second language acquisition. In Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.), Contexts of Co-constructed Discourse: Interaction, pragmatics, and second language applications (pp. 1–20). New York, NY: Routledge.Google Scholar
Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.) (2022). Contexts of Co-constructed Discourse: Interaction, Pragmatics, and Second Language Applications. New York, NY: Routledge.Google Scholar
Dabbagh, A., & Babaii, E. (2021). L1 pragmatic cultural schema and pragmatic assessment: Variations in non-native teachers’ scoring criteria. TESL-EJ, 25(1), n1.Google Scholar
Davidson, B. (1996). “Pragmatic weight” and Spanish subject pronouns: The pragmatic and discourse uses of “tú” and “yo” in spoken Madrid Spanish. Journal of Pragmatics, 26(4), 543–565.CrossRefGoogle Scholar
Davidson, D. E. (2010). Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43(1), 6–26.CrossRefGoogle Scholar
Davin, K. J., & Kushki, A. (2022). A sociocultural perspective: Seeking evidence of development in a PACE approach to grammar instruction. Language Learning, 72(S1), 165–202.CrossRefGoogle Scholar
DeKeyser, R., & Larson-Hall, J. (2005). What does the critical period really mean? Handbook of Bilingualism: Psycholinguistic Approaches, 72(S1), 108.Google Scholar
Derwing, T. M., Fraser, H., Kang, O., & Thomson, R. I. (2014). L2 accent and ethics: Issues that merit attention. In Mahboob, A. & Barratt, L. (eds.), Englishes in Multilingual Contexts (pp. 63–80). Dordrecht: Springer.CrossRefGoogle Scholar
Donate, Á. (2021). The role of language anxiety and enjoyment in advanced proficiency. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 441–468). Amsterdam: Benjamins.CrossRefGoogle Scholar
Donato, R., & Brooks, F. B. (2004). Literary discussions and advanced speaking functions: Researching the (dis)connection. Foreign Language Annals, 37, 183–199.Google Scholar
Dörnyei, Z., & Skehan, P. (2003). 18 individual differences in second language learning. In Doughty, C. J. & Long, M. H. (eds.), The Handbook of Second Language Acquisition (pp. 589–630). Hoboken, NJ: Blackwell Publishing.Google Scholar
Dörnyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. London: Routledge.CrossRefGoogle Scholar
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47.Google Scholar
Du Bois, J. W. (2007). The stance triangle. In Englebretson, R. (ed.), Stancetaking in Discourse: Subjectivity, Evaluation, Interaction (pp. 139–182). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Ellis, N. C. (2019). Essentials of a Theory of Language Cognition. Modern Language Journal, 103 (Supplement), 39–60. DOI: https://doi.org/10.1111/modl.12532.CrossRefGoogle Scholar
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54(2), 227–275.CrossRefGoogle Scholar
Face, T. L. (2021). What does advanced L2 pronunciation look like? In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 143–170). Amsterdam: Benjamins.CrossRefGoogle Scholar
Fairclough, N. (1992). Introduction. In Fairclough, N. (ed.), Critical Language Awareness (pp. 1–30), New York, NY: Routledge.Google Scholar
Félix-Brasdefer, J. C. (2003). Declining an invitation: A cross-cultural study of pragmatic strategies in American English and Latin American Spanish. Multilingua, 22, 225–255.CrossRefGoogle Scholar
Félix-Brasdefer, J. C. (2004). Interlanguage refusals: Linguistic politeness and length of residence in the target community. Language Learning, 54(4), 587–653.CrossRefGoogle Scholar
Félix-Brasdefer, J. C. (2007). Pragmatic development in the Spanish as a FL classroom: A cross-sectional study of learner requests. Intercultural Pragmatics, 4(2), 253–286. DOI: https://doi.org/10.1515/IP.2007.013.CrossRefGoogle Scholar
Félix-Brasdefer, J. C., & DiBartolomeo, M. (2021). Developing advanced pragmatic competence in Spanish. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 323–348). Amsterdam: Benjamins.CrossRefGoogle Scholar
Fields, G., & Matsuda, P. K. (2018). Advanced rhetoric and socially situated writing. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 527–546). Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 286–300.CrossRefGoogle Scholar
Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 37(3), 500–520.Google Scholar
Flores, N., Lewis, M. C., & Phuong, J. (2018). Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school. Language & Communication, 62, Part A, 15–25.Google Scholar
Flores, N., & Rosa, J. (2019). Bringing race into second language acquisition. Modern Language Journal, 103 (Supplement), 145–151. DOI: https://doi.org/10.1111/modl.12523.CrossRefGoogle Scholar
Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Continuum.Google Scholar
Gal, S. (1989). Language and political economy. Annual Review of Anthropology, 18, 345–367.CrossRefGoogle Scholar
García, O. (2019). Decolonizing foreign, second, heritage, and first languages. Implications for education. In Macedo, D. (ed.), Decolonizing Foreign Language Education: The Misteaching of English and Other Imperial Languages (pp. 152–168). New York, NY: Routledge.CrossRefGoogle Scholar
Gasca Jiménez, L., & Adrada-Rafael, S. (2021). Understanding heritage language learners’ critical language awareness (CLA) in mixed language programs. Languages, 6(1), 1–23. DOI: https://doi.org/10.3390/languages6010037.CrossRefGoogle Scholar
Gass, S. M., & Houck, N. (1999). Interlanguage Refusals: A Cross-cultural Study of Japanese-English. New York, NY: Mouton de Gruyter.Google Scholar
Geeslin, K. (2003). A comparison of copula choice: Native Spanish speakers and advanced learners. Language Learning, 53(4), 703–764.Google Scholar
Geeslin, K. (2021). Sophisticated language use in context. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 219–244). Amsterdam: Benjamins.Google Scholar
Glisan, E. & Donato, R. (2020). Enacting the Work of Language Instruction, Volume 1: High-Leverage Teaching Practices. Alexandria, VA: The American Council on the Teaching of Foreign Languages.Google Scholar
Glisan, E. W., Swender, E., & Surface, E. A. (2013). Oral proficiency standards and foreign language teacher candidates: Current findings and future research directions. Foreign Language Annals, 46(2), 264–289.CrossRefGoogle Scholar
Goertler, S., Kraemer, A., & Schenker, T. (2016). Setting evidence‐based language goals. Foreign Language Annals, 49(3), 434–454.CrossRefGoogle Scholar
Gokgoz‐Kurt, B., & Holt, D. E. (2018). Connected speech in advanced‐level phonology. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 304–322). Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Golato, A. (2003). Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk. Applied Linguistics, 24(1), 90–121.CrossRefGoogle Scholar
Goldberg, D., Looney, D., & Lusin, N. (2015). Enrollments in languages other than English in United States institutions of higher education, fall 2013. Modern Language Association. The Modern Language Association of America.Google Scholar
González‐Lloret, M. (2020). Collaborative tasks for online language teaching. Foreign Language Annals, 53(2), 260–269.CrossRefGoogle Scholar
Goodwin, C., & Duranti, A. (1992). Rethinking context: An introduction. In Duranti, A. & Goodwin, C. (eds.), Rethinking Context: Language As an Interactive Phenomenon (pp. 1–42). Cambridge: Cambridge University Press.Google Scholar
Grabowski, K. C. (2009). Investigating the Construct Validity of a Test Designed to Measure Grammatical and Pragmatic Knowledge in the Context of Speaking. ProQuest Dissertations & Theses Global. www.proquest.com/dissertations-theses/investigating-construct-validity-test-designed/docview/304882463/se-2.Google Scholar
Grabowski, K. C. (2013). Investigating the construct validity of a role-play test designed to measure grammatical and pragmatic knowledge at multiple proficiency levels. In Ross, S. and Kasper, G. (eds.), Assessing Second Language Pragmatics (pp. 149–171). New York, NY: Palgrave Macmillan.CrossRefGoogle Scholar
Granena, G. (2021). Language aptitude and foreign accent in advanced L2 speakers of Spanish. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 469–488). Amsterdam: Benjamins.Google Scholar
Gray, J. (2012). Neoliberalism, celebrity and “aspirational content” in English language teaching textbooks for a global market. In Block, D., Gray, J., & Holborow, M. (eds.), Neoliberalism and Applied Linguistics (pp. 86–113). London: Routledge.Google Scholar
Gudmestad, A. (2018). Advanced‐level mood distinction. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 341–360). Hoboken, NJ: John Wiley & Sons.Google Scholar
Gudmestad, A. (2021). An exploration of advanced-level learners’ verb choices in variable mood-distinction contexts. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 171–192). Amsterdam: Benjamins.CrossRefGoogle Scholar
Gundel, J. K. (1999). On different kinds of focus. In Bosch, P. & van der Sandt, R. (eds.), Focus: Linguistic, Cognitive, and Computational Perspectives (pp. 293–305). Cambridge: Cambridge University Press.Google Scholar
Gurzynski-Weiss, L. (2010). Factors Influencing Oral Corrective Feedback Provision in the Spanish Foreign Language Classroom: Investigating Instructor Native/Nonnative Speaker Status, SLA Education, & Teaching Experience. Washington, DC: Georgetown University.Google Scholar
Gurzynski-Weiss, L. (2014). Instructor characteristics and classroom‐based SLA of Spanish. In Gurzynski-Weiss, L. (ed.), The Handbook of Spanish Second Language Acquisition (pp. 530–546). Hoboken, NJ: John Wiley & Sons.Google Scholar
Gurzynski-Weiss, L. (2017a). Expanding Individual Difference Research in the Interaction Approach: Investigating Learners, Instructors, and Other Interlocutors (Vol. 16). (Gurzynski-Weiss, L., ed.). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Gurzynski-Weiss, L. (2017b). L2 instructor individual characteristics. In Loewen, S. & Sato, M. (eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 451–467). London: Routledge.CrossRefGoogle Scholar
Gurzynski-Weiss, L. (2020). Cross-theoretical explorations of interlocutors and their individual differences (Vol. 53). (Gurzynski-Weiss, L., Ed.). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Gurzynski-Weiss, L., & Plonsky, L. (2017). Look who’s interacting. In Gurzynski-Weiss, L. (ed.), Expanding Individual Difference Research in the Interaction Approach: Investigating Learners, Instructors, and Other Interlocutors (Vol. 16, pp. 305–324). Amsterdam: John Benjamins.Google Scholar
Hamilton, M. M., & Korte, A. (2019). Talking about the end: Developing speaking proficiency in an advanced Spanish course. In Carrillo Cabello, A., Paesani, K., & Soneson, D. (eds.), Developing Advanced Speaking Proficiency: Instructional and Curricular Models for Post-secondary Language Programs (pp. 111–139). Minneapolis, MN: Regents of the University of Minnesota.Google Scholar
Hamm, C. (1988). The ACTFL oral proficiency interview in a Canadian context: The French speaking proficiency of two groups of Ontario high‐school graduates. Foreign Language Annals, 21(6), 561–567.Google Scholar
Hawkins, E. (1984). Awareness of Language: An Introduction. Cambridge: Cambridge University Press.Google Scholar
Heller, M. (2002). Globalization and the commodification of bilingualism in Canada. In Block, D. & Cameron, D. (eds.), Globalization and Language Teaching (pp. 47–63). London: Routledge.Google Scholar
Heller, M. (2003). Globalization, the new economy and the commodification of language. Journal of Sociolinguistics, 7(4), 473–492.Google Scholar
Hernández, T. A. (2010). The relationship among motivation, interaction, and the development of second language oral proficiency in a study‐abroad context. The Modern Language Journal, 94(4), 600–617.Google Scholar
Hertel, T. J., & Dings, A. (2017). The undergraduate Spanish major curriculum: Faculty, alumni, and student perceptions. Foreign Language Annals, 50(4), 697–716.CrossRefGoogle Scholar
Hikima, N. (2011). The effects of processing instruction and re-exposure on interpretation discourse level tasks: The case of Japanese passive forms. [Unpublished doctoral dissertation]. University of Greenwich, Greenwich, UK.Google Scholar
Holguín Mendoza, C. (2018). Critical Language Awareness (CLA) for Spanish heritage language programs: Implementing a complete curriculum. International Multilingual Research Manual, 12(2), 65–79.CrossRefGoogle Scholar
Hudson, T., Detmer, E., & Brown, J. D. (1992). A Framework for Testing Cross-cultural Pragmatics (Technical Report 2). Honolulu, HI: University of Hwai’I, Second Language Teaching and Curriculum Center.Google Scholar
Hudson, T., Detmer, E., & Brown, J. D. (1995). Developing Prototypic Measures of Cross-cultural Pragmatics (Technical Report 7). Honolulu, HI: University of Hwai’I, Second Language Teaching and Curriculum Center.Google Scholar
Hyltenstam, K., & Abrahamsson, N. (2003). Age of onset and ultimate attainment in near-native speakers of Swedish. In Fraurud, K. & Hyltenstam, K. (eds.), Multilingualism in Global and Llocal Perspectives. Selected Papers from the 8th Nordic Conference on Bilingualism, November 1–3, 2001, Stockholm Rinkeby (pp. 319–340). Stockholm: Centre for Research on Bilingualism, Stockholm University, and Rinkeby Institute of Multilingual Research, Stockholm, Sweden.Google Scholar
Hymes, D. (1972). Models of the interaction of language and social life. In Gumperz, J. J. and Hymes, D. (eds.), Directions in Sociolinguistics: The Ethnography of Communication (pp. 35–71). New York, NY: Holt, Rinehart & Winston.Google Scholar
Irvine, J. (1989). When talk isn’t cheap: Language and political economy. Journal of the American Ethnological Society, 16(2), 248–267.Google Scholar
Isbell, D. R., Winke, P., & Gass, S. M. (2019). Using the ACTFL OPIc to assess proficiency and monitor progress in a tertiary foreign languages program. Language Testing, 36(3), 439–465.CrossRefGoogle Scholar
Jaschik, S. (2010) Who Really Failed? Inside Higher Ed. http://www.insidehighered.com/news/2010/04/15/lsuGoogle Scholar
Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Kanwit, M. (2021). Allowable temporal distances for future-time forms. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 115–142). Amsterdam: Benjamins.CrossRefGoogle Scholar
Kern, R. (2000). Literacy and Language Teaching. Oxford: Oxford University Press.Google Scholar
Kern, R. (2004). Literacy and advanced foreign language learning: Rethinking the curriculum. In Byrnes, H. & Maxim, H. (eds.), Advanced Foreign Language Learning: A Challenge to College Programs. Issues in Language Program Direction (pp. 2–18). Boston, MA: Heinle & Heinle.Google Scholar
Kley, K. (2022). Intersubjectivity in co-construction test discourse: What is the role of L2 speaking ability? In Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.), Contexts of Co-constructed Discourse: Interaction, Pragmatics, and Second Language Applications (pp. 183–208). New York, NY: Routledge.Google Scholar
Koda, K., & Ke, S. E. (2018). Advanced reading proficiency in collegiate foreign language learners. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 483–504). Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Krashen, S., & Mason, B. (2020). The optimal input hypothesis: Not all comprehensible input is of equal value. CATESOL Newsletter, 5, 1–2.Google Scholar
Krashen, S., & Terrell, T. (1983). Natural Approach. New York, NY: Pergamon.Google Scholar
Kubota, R. (2013). “Language is only a tool”: Japanese expatriates working in China and implications for language teaching. Multilingual Education, 3(4): 156–179. Available here: https://multilingual-education.springeropen.com/track/pdf/10.1186/2191–5059–3-4.pdfGoogle Scholar
Kubota, R. (2015). Neoliberal paradoxes of language learning: Xenophobia and international communication. Journal of Multilingual and Multicultural Development, 37(5), 467–480.Google Scholar
Lado, B., & Quijano, C. (2020). Ideologies, identity, capital, and investment in a critical multilingual Spanish classroom. Critical Multilingualism Studies: An Interdisciplinary Journal, 8(1), 141–175.Google Scholar
Lantolf, J. P., & Frawley, W. (1988). Proficiency: Understanding the construct. Studies in Second Language Acquisition, 10(2), 181–195.Google Scholar
Larsen-Freeman, D., & Long, M. (1991). An Introduction to Second Language Acquisition Research. London: Longman.Google Scholar
Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and cons of having a native speaker teacher? In Llurda, E. (ed.), Non-native Language Teachers: Perceptions, Challenges, and Contributions to the Profession (pp. 217–241). Boston, MA: Springer.Google Scholar
Lee, J. F. (2000). Tasks and Communicating in Language Classrooms. New York, NY: McGraw-Hill.Google Scholar
Lee, J. F. (2015). Processing instruction on the Spanish passive with transfer-of-training effects to anaphoric and cataphoric reference contexts. International Review of Applied Linguistics, 53, 111–126.CrossRefGoogle Scholar
Lee, J. F., & Doherty, S. (2019). The effects of implicit positive and negative feedback on processing subsequent linguistic target items: An eye-tracking study. In Leow, R. (ed.), The Routledge Handbook of Second Language Research in Classroom Learning (pp. 361–374). New York, NY: Routledge. DOI: https://doi.org/10.4324/9781315165080–25.CrossRefGoogle Scholar
Lee, J. F., & Doherty, S. (2022). Native and nonnative processing of active and passive sentences: The effects of processing instruction on the allocation of visual attention. Studies in Second Language Acquisition, 26(6), 1133–1157.Google Scholar
Lee, J. F., Malovrh, P. A., Doherty, S., & Nichols, A. (2020). A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences. Language Teaching Research. DOI: https://doi.org/10.1177/1362168820914025.CrossRefGoogle Scholar
Lee, J. F., & VanPatten, B. (1995). Making Communicative Language Teaching Happen. Volume 1: Directions for Language Learning and Teaching. New York, NY: McGraw-Hill.Google Scholar
Lee, L. (1997). Using portfolios to develop L2 cultural knowledge and awareness of students in intermediate Spanish. Hispania, 80(2), 355–367.CrossRefGoogle Scholar
Leech, G. N. (1983). Principles of Pragmatics. London: Longman.Google Scholar
Leeman, J. (2005). Engaging Critical Pedagogy: Spanish for native speakers. Foreign Language Annals, 38(1), 35–45.Google Scholar
Leeman, J. (2012). Investigating language ideologies in Spanish as a heritage language. In Beaudrie, S. M., & Fairclough, M. (eds.), Spanish As a Heritage Language in the United States: The State of the Field, (pp. 43–60). Washington, DC: Georgetown University Press.Google Scholar
Leeman, J. (2018). Critical Language Awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In Potwoski, K. (ed.), Handbook of Spanish As a Minority/Heritage Language (pp. 345–358). New York, NY: Routledge.CrossRefGoogle Scholar
Leeman, J., & Serafini, E. J. (2016). Sociolinguistics and heritage language education: A model for critical translingual competence. In Fairclough, M. & Beaudrie, S. (eds.), Innovative Strategies for Heritage Language Teaching (pp. 56–79). Washington, DC: Georgetown University Press.Google Scholar
Leeman, J., & Serafini, E. J. (2021). “It’s not fair”: Discourses of deficit, equity, and effort in mixed heritage and second language Spanish classes. Journal of Language, Identity & Education, 20(6), 425–439.CrossRefGoogle Scholar
Leow, R. P. (2015). Explicit Learning in the L2 Classroom: A Student-Centered Approach. London: Routledge.Google Scholar
Leow, R. P. (2019). Theoretical underpinnings and cognitive processes in Instructed SLA. In Leow, R.P. (ed.), The Routledge Handbook of Second Language Research in Classroom Learning (pp. 15–27). London: Routledge.CrossRefGoogle Scholar
Leow, R. P., & Cerezo, L. (2016). Deconstructing the I and SLA in ISLA: One curricular approach. Studies in Second Language Learning and Teaching, 6(1), 43–63.CrossRefGoogle Scholar
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377.CrossRefGoogle Scholar
Liskin‐Gasparro, J. E. (2003). The ACTFL proficiency guidelines and the oral proficiency interview: A brief history and analysis of their survival. Foreign Language Annals, 36(4), 483–490.CrossRefGoogle Scholar
Liu, J., & Xie, L. (2014). Examining rater effects in a WDCT pragmatics test. International Journal of Language Testing, 4(1), 50–65.Google Scholar
Loewen, S. (2014). Introduction to Instructed Second Language Acquisition. London: Routledge.Google Scholar
Lomicka, L., & Lord, G. (2018). Ten years after the MLA Report: What has changed in foreign language departments. ADFL Bulletin, 44(2), 116–120.Google Scholar
Long, A. Y. (2021). The role of individual characteristics in the acquisition of Spanish copula choice. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 417–440). Amsterdam: Benjamins.CrossRefGoogle Scholar
Long, A. Y., & Geeslin, K. L. (2020). Examining the role of instructor first language in classroom- based oral input. In Gurzynski-Weiss, L. (ed.), Cross-Theoretical Explorations of Interlocutors and Their Individual Differences (pp. 127–157). Amsterdam: John Benjamins.Google Scholar
Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359–382.Google Scholar
Long, M. H. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24(4), 649–666.CrossRefGoogle Scholar
Long, M. H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In Ritchie, W. C., & Bhatia, T. K. (eds.), Handbook of Second Language Acquisition (pp. 413–468). Cambridge, MA: Academic Press. DOI: https://doi.org/10.1016/B978–012589042–7/50015–3.Google Scholar
Long, M. H. (2006). Problems in SLA. Second Language Acquisition Research Series. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Loomis, S. (2015). Using speaking test data to define the advanced proficiency level for L2 Arabic speakers. Foreign Language Annals, 48(4), 604–617.CrossRefGoogle Scholar
Mackey, A., & Gass, S. M. (2015). Second Language Research: Methodology and Design. Routledge.Google Scholar
Magnan, S. S. (1986). Assessing speaking proficiency in the undergraduate curriculum: Data from French. Foreign Language Annals, 19(5), 429–438.Google Scholar
Magnan, S. S., & Back, M. (2007). Social interaction and linguistic gain during study abroad. Foreign Language Annals, 40, 43–61.CrossRefGoogle Scholar
Malovrh, P. A., & Benati, A. G. (eds.). (2018). The Handbook of Advanced Proficiency in Second Language Acquisition. Hoboken, NJ: John Wiley & Sons.Google Scholar
Malovrh, P. A., & Lee, J. F. (2021). The effects of study abroad on interlanguage development. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 397–416). Amsterdam: Benjamins.Google Scholar
Malovrh, P. A., & Lee, J. F. (2022). What does explicit knowledge look like? An analysis of information structure in rule formation by L2 learners and its relationship with guided inductive learning. The Modern Language Journal, 106(4): 1–19. DOI: 10.1111/modl.12810.Google Scholar
Malovrh, P. A., Lee, J. F., Doherty, S., & Nichols, A. (2020). A self-paced reading study of language processing and retention comparing guided induction and deductive instruction: Efficiency and depth of processing in computer-assisted learning. Instructed Second Language Acquisition, 4(2), 203–234.Google Scholar
Malovrh, P. A., & Menke, M. R. (eds.). (2021a). Advancedness in Second Language Spanish. Amsterdam: Benjamins.Google Scholar
Malovrh, P. A., & Menke, M. R. (2021b). The role of late-acquired structures in advanced oral proficiency. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 95–114). Amsterdam: Benjamins.Google Scholar
Malovrh, P. A., & Moreno, N. (2018). Meeting the demands of globalization: One goal of ISLA research. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 199–218). Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Marsden, E., & Kasprowicz, R. (2017). Foreign language educators’ exposure to research: Reported experiences, exposure via citations, and a proposal for action. The Modern Language Journal, 101(4), 613–642.CrossRefGoogle Scholar
Marsden, E., Thompson, S., & Plonsky, L. (2018). A methodological synthesis of self-paced reading in second language research. Applied Psycholinguistics, 39(5), 861–904.CrossRefGoogle Scholar
Martinez-Flor, A., & Uso-Juan, E. (2010). Pragmatics and speech act performance. In Martinez-Flor, A. & Uso-Juan, E. (eds.), Speech Act Performance: Theoretical, Empirical, and Methodological Issues (pp. 3–22). Philadelphia, PA: John Benjamins.CrossRefGoogle Scholar
Mason, B. (2019). Guided SSR before self-selected reading. Shitennoji University Bulletin, 67, 445–456.Google Scholar
Mason, B. & Krashen, S. (2004). Is form-focused vocabulary instruction worthwhile? Regional Language Centre Journal, 35(2): 179–185.Google Scholar
Mason, B., Smith, K., & Krashen, S. (2020). Story-listening in Indonesia: A replication study. Journal of English Language Teaching, 62(1), 3–6.Google Scholar
Matsumura, S. (2001). Learning the rules for offering advice: A quantitative approach to second language socialization. Language Learning, 51(4), 635–679.CrossRefGoogle Scholar
Mattson-Prieto, R., & Showstack, R. (2022). “Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 classroom. Language Learning, 72(S1).Google Scholar
Maxim, H. H. (2004). Expanding visions of collegiate advanced foreign language learning. In Byrnes, H. & Maxim, H. H. (eds.), Advanced Foreign Language Learning: A Challenge to College Programs (pp. 180–193). Boston, MA: Heinle.Google Scholar
Maxim, H. H. (2009). An essay on the role of language in collegiate foreign language programmatic reform 1. Die Unterrichtspraxis/Teaching German, 42(2), 123–129.CrossRefGoogle Scholar
Meier, J. A. (1998). Apologies: What do we know? International Journal of Applied Linguistics, 8(2), 215–231.Google Scholar
Menke, M. R. (2021). Linguistic markers of stance in advanced second language Spanish academic writing. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 245–271). Amsterdam: Benjamins.CrossRefGoogle Scholar
Menke, M., & Malovrh, P. A. (2021). The (limited) contributions of proficiency assessments in defining advancedness. In Malovrh, P. & Menke, M. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 41–63). Amsterdam: Benjamins.CrossRefGoogle Scholar
Menke, M. R., & Paesani, K. (2019). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture and Curriculum, 32(1), 34–49.Google Scholar
Mills, N., & Moulton, S. T. (2017). Students’ and instructors’ perceived value of language and content curricular goals. Foreign Language Annals, 50(4), 717–733.CrossRefGoogle Scholar
MLA ad hoc Committee on Foreign Languages. (2007). Foreign Language and Higher Education: New Structures for a Changed World. Modern Language Association. https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and-Higher-Education-New-Structures-for-a-Changed-WorldCrossRefGoogle Scholar
Montrul, S. (2008). Second language acquisition welcomes the heritage language learner: Opportunities of a new field. Second Language Research, 24(4), 487–506.CrossRefGoogle Scholar
Moreno, N., & Malovrh, P. A. (2020). Restructuring a beginner language program. Hispania, 103(2), 259–274.Google Scholar
Morgan, G. P. (2010). Non-word Repetition in Spanish-English Bilinguals with and without Language Impairment. Tucson: Arizona State University Press.Google Scholar
New London Group. 1996. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66, 60–92.Google Scholar
Norris, J. M. (2006). Assessing advanced foreign language learning and learners. In Byrnes, H., Weger-Guntharp, H., & Sprang, K. A. (eds.), Educating for Advanced Foreign Language Capacities (pp. 167–187). Washington, DC: Georgetown University Press.Google Scholar
Norton, B., & Toohey, K. (2011). Identity, Language Learning, and Social Change. Language Teaching, 44, 412–446. DOI: https://doi.org/10.1017/S0261444811000309.Google Scholar
Oded, B., & Walters, J. (2001). Deeper processing for better EFL reading comprehension. System, 29(3), 357–370. DOI: https://doi.org/10.1016/s0346251x(01)00023–9.Google Scholar
Ortega, L. (2005). For what and for whom is our research? The ethical as transformative lens in instructed SLA. Modern Language Journal, 89(3), 427–443. DOI: https://doi.org/10.1111/j.1540–4781.2005.00315.x.CrossRefGoogle Scholar
Ortega, L. (2017). New CALL-SLA research interfaces for the 21st century: Towards equitable multilingualism. Calico Journal, 34(3), 283–316.CrossRefGoogle Scholar
Ortega, L. (2019). SLA and the study of equitable multilingualism. The Modern Language Journal, 103, 23–38.CrossRefGoogle Scholar
Ortega, L., & Byrnes, H. (eds.). (2008). The Longitudinal Study of Advanced L2 Capacities. New York, NY: Routledge.Google Scholar
Paesani, K., & Allen, H. W. (2020). Teacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs. Second Language Research & Practice, 1(1), 124–138.Google Scholar
Pearson, L. (2022). Changing expectations through drama-based pedagogy: An L2 Spanish conversation course about study abroad. In Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.), Contexts of Co-constructed Discourse: Interaction, Pragmatics, and Second Language Applications (pp. 209–226). New York, NY: Routledge.Google Scholar
Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10(1), 52–79.CrossRefGoogle Scholar
Polio, C., & Zyzik, E. (2009). Don Quixote meets ser and estar: Multiple perspectives on language learning in Spanish literature classes. The Modern Language Journal, 93(4), 550–569.Google Scholar
Purpura, J. E. (2017). Assessing meaning. In Shohamy, E. & Or, L. (eds.), Encyclopedia of Language and Education, Vol. 7. Language Testing and Assessment (pp. 1–29). New York, NY: Springer International Publishing. DOI: 10.1007/978-3-319-02326-7_1-1.Google Scholar
Quan, T. (2020). Critical language awareness and L2 learners of Spanish: An action‐research study. Foreign Language Annals, 53(4), 897–919.CrossRefGoogle Scholar
Quan, T. (2021). Critical approaches to Spanish language teacher education: Challenging raciolinguistic ideologies and fostering Critical Language Awareness. Hispania, 104(3), 447–459.Google Scholar
Raymond, C. W., & Cashman, H. (2022). Institutional roles as interactional achievements: The epistemics of sports commentary. In Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.), Contexts of Co-constructed Discourse: Interaction, Pragmatics, and Second Language Applications (pp. 23–45). New York, NY: Routledge.Google Scholar
Roehr, K. (2008). Metalinguistic knowledge and language ability in university-level L2 learners. Applied Linguistics, 29(2), 173–199.CrossRefGoogle Scholar
Roehr-Brackin, K. (2018). Metalinguistic Awareness and Second Language Acquisition. London: Routledge.Google Scholar
Roever, C. (2008). Rater, item, and candidate effects in discourse completion tests: A FACETS approach. In Martinez-Flor, A. & Alcon, E. (eds.), Investigating Pragmatics in Foreign Language Learning, Teaching, and Testing (pp. 249–266). Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Roever, C. (2010). Effects of cultural background in a test of ESL pragmalinguistics: A DIF approach. In Kasper, G., Nguyen, H. T., Yoshimi, D. R., & Yoshioka, J. K. (eds.), Pragmatics Language Learning (pp. 187–212). Honolulu, HI: National Foreign Language Resource Center, University of Hawai’i at Manoa.Google Scholar
Roever, C. (2011). Testing of second language pragmatics: Past and future. Language Testing, 28, 463–481.CrossRefGoogle Scholar
Rose, C. G., & Liskin-Gasparro, J. (2019). Speaking at the Advanced level: Practical Approaches to Integrating Language with Literary-Cultural Content. In Carrillo Cabello, A., Paesani, K., & Soneson, D. (eds.), Developing Advanced Speaking Proficiency: Instructional and Curricular Models for Post-secondary Language Programs (pp. 11–28). Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.Google Scholar
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41–51.CrossRefGoogle Scholar
Saito, K. (2018). Advanced second language segmental and suprasegmental acquisition. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 282–303). Hoboken, NJ: John Wiley & Sons.CrossRefGoogle Scholar
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied Linguistics, 11(2), 129–158.Google Scholar
Schmidt, R. W. (2001). Theories, evidence, and practice in foreign language teaching. Korean Language in America, 6, 3–10.Google Scholar
Segalowitz, N. (2010). Cognitive Bases of Second Language Fluency. London: Routledge.Google Scholar
Serafini, E. J. (2021). Advancing notions of advancedness. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 351–366). Amsterdam: Benjamins.Google Scholar
Shea, C. (2021). L2 proficiency and L2 dialect processing during study abroad. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 193–216). Amsterdam: Benjamins.CrossRefGoogle Scholar
Shehzad, M. W., Hasan, M. K., Ahmed, R., Razzaq, S., & Ahmed, S. (2022). The nexus between grit and pronunciation performance among EFL learners: The mediating role of pronunciation self-efficacy beliefs. Learning and Teaching in Higher Education: Gulf Perspectives, 18(1), 32–48. DOI: https://doi.org/10.1108/LTHE-03–2021–0026.Google Scholar
Skehan, P. (1989). Language testing part II. Language Teaching, 22(1), 1–13.CrossRefGoogle Scholar
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1–14. DOI: 10.1017/S026144480200188X.CrossRefGoogle Scholar
Smith, K., Mason, B., & Krashen, S. (2021). Story-listening and guided self-selected reading: Short-term results from Indonesia. Language Issues, 2, 1–14.Google Scholar
Soneson, D. (2021). Advanced users of Spanish. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 65–92). Amsterdam: Benjamins.CrossRefGoogle Scholar
Steward, D. (2006). The foreign language requirement in English doctoral programs. Profession, 203–218.Google Scholar
Suzuki, W., & Storch, N. (eds.) (2020). Languaging in Language Learning and Teaching: A Collection of Empirical Studies. Amsterdam: John Benjamins Publishing Company.CrossRefGoogle Scholar
Svalberg, A. M. (2007). Language awareness and language learning. Language Teaching, 40(4), 287–308.Google Scholar
Swaffer, J., & Arens, K. (2005). Remapping the Foreign Language Curriculum: An Approach through Multiple Literacies. New York, NY: The Modern Language Association of America.Google Scholar
Swain, M. (2005). The Output Hypothesis: Theory and Research. In Hinkel, E. (ed.), The Handbook of Research in Second Language Teaching and Learning (pp. 495–508). London: Routledge.Google Scholar
Swain, M. (2010). “Talking-it-through”: Languaging as a source of learning. In Batstone, R. (ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 112–130). Oxford: Oxford University Press.Google Scholar
Swender, E. (2003). Oral proficiency testing in the real world: Answers to frequently asked questions. Foreign Language Annals, 36(4), 520–526.CrossRefGoogle Scholar
Tada, M. (2005). Assessment of EFL Pragmatic Production and Perception Using Video Prompts. ProQuest Dissertations & Theses Global. www.proquest.com/dissertations-theses/assessment-efl-pragmatic-production-perception/docview/305448399/se-2.Google Scholar
Taguchi, N. (2007). Development of speed and accuracy in pragmatic comprehension in English as a foreign language. TESOL Quarterly, 41(2), 313–338.CrossRefGoogle Scholar
Taguchi, N. (2018). Advanced second language pragmatic competence. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 505–526). Hoboken, NJ: John Wiley & Sons.Google Scholar
Takala, S. (2015). Language testing and SLA. In Robinson, P. (ed.), The Routledge Encyclopedia of Second Language Acquisition. London: Routledge.Google Scholar
Tan, P. K. W., & Rubdy, R. (eds.). (2008). Language As Commodity: Global Structures, Local Marketplaces. London: Continuum.Google Scholar
Teimouri, Y., Plonsky, L., & Tabandeh, F. (2022). L2 grit: Passion and perseverance for second- language learning. Language Teaching Research, 26(5), 893–918.Google Scholar
Thompson, R. Jr. Walther, J., Tufts, I., Lee, C., Paredes, K. C., L., et al. (2014). Development and assessment of the effectiveness of an undergraduate general education foreign language requirement. Foreign Language Annals, 47(4), 653–668.Google Scholar
Thoms, J. J. (2012). Classroom discourse in foreign language classrooms: A review of the literature. Foreign Language Annals, 45(s1), 8–27.CrossRefGoogle Scholar
Timpe, V., Wain, J., & Schmidgall, J. (2015). Defining and operationalizing the construct of pragmatic competence: Review and recommendations (ETS Research Report No. RR-15-06). Educational Testing Service.Google Scholar
Toth, P. D., & Gil-Berrio, Y. (2022). Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in second-language peer interaction. Language Learning, 72(S1).Google Scholar
Toth, P. D., Moranski, K., Shaffer, A. R., & Mattson-Prieto, R. (2020). Languaging and grammatical terminology: Expressing linguistic concepts while co-constructing understanding. In Suzuki, W. & Storch, N. (eds.), Languaging in Language Learning and Teaching: A Collection of Empirical Studies (pp. 67–89). Amsterdam: Benjamins. DOI: https://doi.org/10.1075/lllt.55.03tot.Google Scholar
Toth, P. D., Wagner, E., & Moranski, K. (2013). “Co-constructing” explicit L2 knowledge with high school Spanish learners through guided induction. Applied Linguistics, 34(3), 255–278. DOI: https://doi.org/10.1093/applin/ams049.Google Scholar
Train, R. W. (2003). The (non) native standard language in foreign language education: A critical perspective. In Blyth, C. (ed.), The Sociolinguistics of Foreign-Language Classrooms: Contributions to the Native, the Near-Native, and the Non-native Speaker (pp. 3–39). Boston, MA: Heinle.Google Scholar
Trosborg, A. (1995). Interlanguage Pragmatics. Requests, Complaints and Apologies. Berlin: Mouton de Gruyter. DOI: http://dx.doi.org/10.1515/9783110885286.CrossRefGoogle Scholar
Tseng, A. (2021). “Qué barbaridad, son latinos y deberían saber español primero”: Language Ideology, Agency, and Heritage Language Insecurity across Immigrant Generations. Applied Linguistics, 42(1), 113–135. DOI: https://doi.org/10.1093/applin/amaa004.Google Scholar
Uludag, O., & VanPatten, B. (2012). The comparative effects of processing instruction and dictogloss on the acquisition of the English passive by speakers of Turkish. IRAL, 50, 189–212.CrossRefGoogle Scholar
The United Kingdom’s International Organization for Cultural Relations and Educational Opportunities (2015). Our Organisation. https://www.britishcouncil.org. Accessed March 14, 2018.Google Scholar
Ustinova, T. V. (2021). Plurilingualism and the second language teacher education. Philogical Class, 26(1), 273–280.Google Scholar
Van Lier, L. (1995). Introducing Language Awareness. London: Penguin English.Google Scholar
VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12(3), 287–301.Google Scholar
VanPatten, B. (1996). Input Processing and Grammar Instruction in Second Language Acquisition. Westport, CT: Greenwood Publishing Group.Google Scholar
VanPatten, B. (2004). Input processing in second language acquisition. Processing Instruction: Theory, Research, and Commentary, 5, 31.Google Scholar
VanPatten, B. (2015). “Hispania” white paper: Where are the experts? Hispania, 98(1), 2–13.CrossRefGoogle Scholar
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15(2), 225–243.Google Scholar
VanPatten, B., Collopy, E., Price, J. E., Borst, S., & Qualin, A. (2013). Explicit information, grammatical sensitivity, and the first‐noun principle: A cross‐linguistic study in processing instruction. The Modern Language Journal, 97(2), 506–527.Google Scholar
VanPatten, B., & Williams, J. (2007). Early theories in second language acquisition. In VanPatten, B. & Williams, J. (eds.), Theories in Second Language Acquisition: An Introduction (2nd ed. 17–35). London: Routledge.Google Scholar
VanPatten, B., & Wong, W. (2004). Processing instruction and the French causative: Another replication. In VanPattten, B. (ed.), Processing Instruction: Theory, Research, and Commentary (pp. 97-118). Mahwah, NJ: Lawrence Erlbaum & Associates.CrossRefGoogle Scholar
Violin-Wigent, A., & Grubbs, T. (2019). Collaborative dialogues in upper-level Spanish literature and French linguistics classes. In Carrillo Cabello, A., Paesani, K., & Soneson, D. (eds.), Developing Advanced Speaking Proficiency: Instructional and Curricular Models for Post-secondary Language Programs (pp. 35–78). Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.Google Scholar
Wagner, S., & Park, I. (2022). Whole-class co-construction in a high school Spanish classroom: A conversation-analytic perspective. Language Learning, 72(S1), 1–37. Advance online publication.Google Scholar
Walters, F. S. (2007). A conversation-analytic hermeneutic rating protocol to assess L2 oral pragmatic competence. Language Testing, 24(2), 155–183.CrossRefGoogle Scholar
Webb, S. A. (2018). Advanced lexical development. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 401–418). Hoboken, NJ: John Wiley & Sons.Google Scholar
Weyers, J. R. (2010). Speaking strategies: Meeting NCATE oral proficiency standards. Foreign Language Annals, 43(3), 384–394.CrossRefGoogle Scholar
White, J. (2015). Primary and secondary effects of processing instruction on Spanish clitic pronouns. International Review of Applied Linguistics in Language Teaching, 53(2), 151–179.CrossRefGoogle Scholar
White, J., DeMil, A., & Rice, M. (2015). Traditional instruction and processing instruction: German dative definite articles. German As a Foreign Language, 1, 1–26.Google Scholar
Wilkerson, C. (2006). College faculty perceptions about foreign language. Foreign Language Annals, 39(2), 310–319.Google Scholar
Willis Allen, H., & Paesani, K. (2010). Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses. L2 Journal, 2(1), 119–142. DOI: https://doi.org/10.5070/L2219064.Google Scholar
Winke, P., & Gass, S. M. (2018). Individual differences in advanced proficiency. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 157–178). Hoboken, NJ: John Wiley & Sons.Google Scholar
Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2), 231–252.CrossRefGoogle Scholar
Winke, P., Uebel, E. H., & Gass, S. (2021). Individual characteristics in advanced Spanish proficiency. In Menke, M. R. & Malovrh, P. A. (eds.), Advancedness in Second Language Spanish: Definitions, Challenges, and Possibilities (Vol. 31, pp. 367–396). Amsterdam: Benjamins.Google Scholar
Wong, W., & Ito, K. (2018). The effects of processing instruction and traditional instruction on L2 online processing of the causative construction in French: An eye-tracking study. Studies in Second Language Acquisition, 40(2), 241–268.Google Scholar
Xiao, F. (2018). Advanced‐level pragmatics in instructed SLA. In Malovrh, P. A. & Benati, A. G. (eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 461–482). Hoboken, NJ: John Wiley & Sons.Google Scholar
Yamashita, S. (1996). Six Measures of JSL Pragmatics. Technical Report (14). Honolulu, HI: University of Hawai’i, Second Language Teaching and Curriculum Center.Google Scholar
Yasui, E. (2022). [A/aa “oh” + demo “but”]-prefaced affiliative response in Japanese: Co-construction of a shared stance through opinion-negotiation. In Czerwionka, L., Showstack, R., & Liskin-Gasparro, J. (eds.), Contexts of Co-constructed Discourse: Interaction, pragmatics, and second language applications (pp. 46–67). New York, NY: Routledge.Google Scholar
Zhang, X., Winke, P., & Clark, S. (2020). Background characteristics and oral proficiency development over time in lower‐division college foreign language programs. Language Learning, 70(3), 807–847.CrossRefGoogle Scholar
Zhuang, J. (2019). Computer-assisted guided induction and deductive instruction on the development of complex Chinese ba structures: Extending Cerezo et al. (2016). In Leow, R. P. (ed.), The Routledge Handbook of Second Language Research in Classroom Learning (pp. 391–406). New York, NY: Routledge. DOI: https://doi.org/10.4324/9781315165080–27.CrossRefGoogle Scholar
Zyzik, E., & Polio, C. (2008). Incidental focus on form in university Spanish literature courses. The Modern Language Journal, 92(1), 53–70.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Bibliography
  • Paul A. Malovrh, University of South Carolina, Nina Moreno, University of South Carolina
  • Book: Second Language Identity
  • Online publication: 27 July 2023
  • Chapter DOI: https://doi.org/10.1017/9781316779798.019
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Bibliography
  • Paul A. Malovrh, University of South Carolina, Nina Moreno, University of South Carolina
  • Book: Second Language Identity
  • Online publication: 27 July 2023
  • Chapter DOI: https://doi.org/10.1017/9781316779798.019
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Bibliography
  • Paul A. Malovrh, University of South Carolina, Nina Moreno, University of South Carolina
  • Book: Second Language Identity
  • Online publication: 27 July 2023
  • Chapter DOI: https://doi.org/10.1017/9781316779798.019
Available formats
×