Foreign language annals

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  Año 2025, Vol. 58, Número 4

  • ORIGINAL ARTICLE

    • State policy requirements for K–12 world language education

      Meg Montee, Caitlyn Pineault, Frank Yang

      • Resumen
      • Texto completo

      págs. 758-775

      

    • “No nos pueden tratar como se les dé la gana": Engaging Spanish heritage language learners through human rights education

      Michele Back, Amber Dickey

      • Resumen

      págs. 776-798

      

    • Examining the impact of human‐centered design in the language curriculum: A new framework for medical Spanish

      Lucía Sánchez‐Gilbert, Saadeddine Shehab, Annie Abbott

      • Resumen
      • Texto completo

      págs. 799-819

      

    • Building spaces for heritage language learners: Insights from Russian language instructors

      Dmitrii Pastushenkov, Olesya Kisselev, Liya Zalaltdinova, Curtis Green‐Eneix, Olesia Pavlenko, Altyn Hallayeva, Irina Dubinina, Jason Merrill

      • Resumen

      págs. 820-846

      

    • L2 motivation, anxiety, and intended effort among learners of African languages in the United States

      Magdalyne Akiding, Paula Winke

      • Resumen
      • Texto completo

      págs. 847-868

      

    • Changing the world language requirement: A case study of challenges and impacts

      Giovanni Zimotti, Christine Shea, Claire Frances

      • Resumen
      • Texto completo

      págs. 869-888

      

    • Perceptions of place‐based pedagogies in language education through the lens of K‐16 teachers

      Lara Lomicka Anderson, Lyudmila Klimanova, Mourad Abdennebi, Lincoln Bain

      • Resumen
      • Texto completo

      págs. 889-915

      

    • Dual language in higher education: Assessing student success and student experiences

      Katherine Christoffersen, Ramsés Ortín, Dania López García, Ming Tsan Lu, Javier Cavazos

      • Resumen
      • Texto completo

      págs. 916-940

      

    • DEEP framework: Transforming language learning with UN SDGs

      Kaishan Kong

      • Resumen
      • Texto completo

      págs. 941-965

      

    • Exploring critical AI literacy in language education: A case study

      Kathleen Tacelosky, G. Sue Kasun, Ben R. Shapiro, Yin‐Chan Liao, Kyla Harris

      • Resumen

      págs. 966-994

      

    • World language teachers' reported practices of integrating ChatGPT into instruction: A positioning analysis

      Mimi Li, Flavia Belpoliti, Gouda Taha, Meixiu Zhang

      • Resumen

      págs. 995-1017

      

    • Student perceptions of asynchronous learning in college language classes: Results of a university‐wide transformation of instructional practices

      Theresa Schenker, Jorge Méndez‐Seijas, Julia Silvestri

      • Resumen

      págs. 1018-1040

      

    • Chronicling emotional trajectories in early‐career language teaching: A longitudinal intensive single‐case Q methodology study

      Athip Thumvichit, Nicola Fraschini

      • Resumen

      págs. 1041-1061