Journal & Article

SSCI Journal

I/F
# Journal I/F

MODERN LANGUAGE JOURNAL

Issue Information ‐ TOC. Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers. Teachers' multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom. Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk. Unfolding language awareness in a plurilingual context: A study of metalinguistic, practical, and critical language awareness. ForthcominginTheModernLanguageJournal,108,2. Issue Information ‐ Copyright Page. Issue Information ‐ TOC. Global perspectives on heritage language education and emotion: Introduction to the special issue. Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks. Issue Information ‐ Copyright Page. Some considerations on the emotions of heritage language learners, teachers, and users Emotions and the language-ness of experience in heritage language lives NFMLTA grant programs Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double-edged sword Timothy F. McNamara (1949-2023), in memoriam1 Emotion labor, investment, and volunteer teachers in heritage language education Negotiating family language policy: Emotional experiences and playful language input in heritage language learning Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power Scaffolding comprehension with reading while listening and the role of reading speed and text complexity L2 English speaking syntactic complexity: Data preprocessing issues, reliability of automated analysis, and the effects of proficiency, L1 background, and topic Long-term language use by US-based study-abroad alumni: Activity types and program effects Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students Sociolinguistic competence and varietal repertoires in a second language: A study on addressee-dependent varietal behavior using virtual reality Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators The issue: New technologies and language education Understanding the factors supporting language teachers’ sustained motivation until retirement Issue Information ‐ TOC. Notes from the Editor. From the Editor: In recognition and with appreciation. Index to Volume 107, 2023. Forthcoming in The Modern Language Journal, 108, (Supplement 2024). Issue Information ‐ Copyright Page. Gender‐justice beyond inclusion: How trans knowledges and linguistic practices can and should be re‐shaping language education. Exploring avenues of implementation for gender justice in French language teaching. Trans theory: Complexifying positionality, complexifying representation. The pursuit of a gender‐just language classroom. In solidarity: The coalitional work of gender justice and language education. Undoing cislingualism. NFMLTA/MLJ Roundtable Conference Grant. Special Issue: Sociocultural Theory and Pedagogical Research in East Asian Contexts [Special Issue] Congratulations to the NFMLTA/MLJ Award and Grant Recipients. ForthcominginTheModernLanguageJournal,107,2. Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue. Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue Decoding EFL learners' internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging. Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging Concept‐based language instruction and the teaching of citation in English academic writing.