Journal & Article

SSCI Journal

I/F
# Journal I/F

MODERN LANGUAGE JOURNAL

Issue Information. Issue Information. Reading versus listening: Which one is more effective for incidental vocabulary learning? The role of first and second language reading, first language low‐level skills, and working memory in second language writing. Translanguaging silence and humor: Registering, resisting, and reconstructing identities in an English‐medium classroom in the United States. EDITORS’ NOTE. Transnational literacy experiences and chronotopic identity work: A duoethnography of returnee English language teachers in China. Static and dynamic evaluation of ideological and political affordances in and beyond language learning and teaching materials: An ecological affordance theory perspective. A nuclear families word list for French. “They is me!”: Redefining “traditional” students through narratives of Black world language teachers. Teachers promoting advocacy through social justice English language education: A collaborative action research study. Latina/o bilingual teacher candidates' experiences with raciolinguistic dystopian and utopian moments and spaces: Bilingual teacher education as a site of possibilities. The effect of multimodal input on L2 learners' reading comprehension: A preregistered eye‐tracking study. Defying the odds: Exceptional heritage language maintenance among Chinese‐Australian children. Situating identity‐based motivation theory in second language acquisition: Foundations, comparisons, and implications. Advocating theoretical plurality and methodological flexibility toward humanistic synergy in SLA/T research: A response to Lantolf, Poehner, and Rieker (2025) Learning as inter‐action: We‐processes in second language acquisition and teaching. Introduction to responses to Lantolf, Poehner, and Rieker's (2025) “Crisis! Commentary on 'synergies' in second language acquisition and teaching (SLA/T) and how the field may advance” (a response to Atkinson, Michel, and Ribeiro (Eds.) (2025) MLJ special issue: “Synergies in second language acquisition and teaching (SLA/T)”) On the need of pluralism and common ground in SLA. Positive institutions for language learning. Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage? Mentoring for well‐being in (un)caring institutions: Possibilities and limitations for language teacher education. How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching. Decolonial liminality theory: Double critique and the politics of performing decoloniality in applied linguistics. Defining “positive institution”: A multilevel analysis of support systems for foreign language engagement across family, classroom, school, and society. From obligation to opportunity: Language coaching as a positive institutional strategy in a public body. The impact of positive institutions on participatory action research in the secondary EFL classroom: A case study. Beyond crisis narratives: Synergy and incommensurability in SLA theory. Multilingual education in unequal contexts: Structural barriers to making all repertoires count in the global south. Crisis talk: Absolutism versus pluralism is SLA studies. A response to Lantolf, Poehner, and Rieker (2025) THE ISSUE: Re‐envisioning language education for a multilingual world. Trans‐ing in education to confront polarizing forces in our increasingly interconnected world. “A rising tide lifts all boats”: The role that positive workplace practices and teacher well‐being play in foreign language teacher emotions. Making all repertoires count: Re‐envisioning TBLT through critical multilingual language awareness. Maternal wellbeing amidst English fever: An integrative framework of vicarious pride, empathy, agency and hope (M–VEAH) Multilingualism in today's language classrooms: Theoretical considerations, vulnerabilities, and transformative potential. Beyond learning language: Quality and equity in the education of immigrant students in US secondary schools. The role of institutions in language teacher educator well‐being: Unpacking the third pillar of positive psychology. (Re)Defining language pedagogy activity: A sociomaterialist perspective. Multiword sequences do not predict speaking proficiency in dialogue: A pair‐level analysis. “It's not like I'm gonna go to China one day”: A raciolinguistic perspective on students’ language ideologies in a U.S. Mandarin FLES program. Issue Information. Index to Volume 109, 2025. Issue Information. Issue Information. Critical reflection for transformative praxis in decolonizing language teacher education: Toward ontoepistemic freedom and pluralism. Decolonial and antiracist teacher education practice: Challenges and alternatives. Issue Information. Issue Information ‐ TOC. THE ISSUE: The intersection of policy, politics, and language education.