Journal & Article

SSCI Journal

I/F
# Journal I/F

MODERN LANGUAGE JOURNAL

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. 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. The political challenges of language policy: Top‐down and bottom‐up. Issue Information ‐ Copyright Page. Issue Information ‐ TOC. Conceptualizing identity construction in language teacher education. Equitable language allocation and program models in dual language bilingual education: From oversimplification to decision‐making processes at all scales. Increasing meta‐analytic quality: A multivariate multilevel meta‐analysis of note‐taking through exposure to L2 input. Charting the development of second language proficiency and intercultural competence in postsecondary education. Sign language for all? Profile and retention of students in a beginner sign language program. Language classrooms as communicative settings for learners' development of sociolinguistic competence during study abroad. Effectiveness of Yoruba proverbs in acquiring Yoruba language and culture. Theorizing agency from a complex dynamic systems theory perspective: Evidence from language learner narratives in online shadow education. Congratulations to the NFMLTA/MLJ Award and Grant Recipients. Forthcoming in The Modern Language Journal, 109, 2. Issue Information ‐ Copyright Page. Issue Information ‐ TOC. Introduction to the guest‐edited issue: Synergies in second language acquisition and teaching (SLA/T). Language, people, classrooms, world: Blending disparate theories for united language education practices. Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T). Praxeology, humanism, equity, and mixed methods: Four pillars for advancing second language acquisition and teaching. Forging common ground in second language acquisition and teaching: A combined synergy statement. Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices. Navigating complexity: A critical perspective on language assessment in SLA/T. Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A commentary. Diversity within unity. A translanguager's take on a synergy‐driven SLA/T. A psycholinguistic perspective on SLA/T. Synergies extended. Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A response.