Towards Text-Based Second Language Teaching

This comprehensive gem of a book is designed as a “textbook… intended for courses for prospective and in-service KFL teachers” (p. x). The book consistently combines theory and research with elements of practical application in each of its eight well-planned, thoughtfully discussed chapters that center on the following “key issues”: SLA (Second Language Acquisition), pedagogy, language in use, culture, heritage language learners, literacy and multiliteracies, assessment, and program building. These eight chapters collectively constitute Part I of the volume. Each chapter provides a basic overview of the topic, cites selected prior literature and research central to that topic, specifies with concrete illustrations how such issues emerge in the Korean as a Second Language classroom, and concludes with between five and 12 discussion questions, designed to encourage readers to: synthesize the contents and importance of each chapter, imagine themselves in the topic-specific contexts of learning and teaching, and expand their critical understanding of the chapter beyond the specific details provided therein. Part II is a robust assemblage and review of 524 research pieces (495 peer-reviewed journal articles and 29 doctoral dissertations), organized according to the focus areas of each of the eight chapters in Part I. The full volume showcases the academic expertise and practical experience of 18 contributors, all of whom are deeply involved in and committed to Korean language pedagogy, theory, and research, from such fields as linguistics, applied linguistics, literature, culture, civilization, and intercultural communication.Chapter 1 (Kim) provides a historical overview of the field of SLA, in general terms, but more specifically in relation to theories, approaches, and factors related to the teaching and learning of Korean as a Second Language (e.g., L1 influences in developmental sequence of grammatical forms and phonological (dis)similarities, implicit vs. explicit instruction, etc.). The chapter sets the groundwork by appealing to the classic SLA literature, including Kellerman (1979) and Krashen (1982), and building toward more current theories (e.g., Ortega, 2007; Spada & Tomita, 2010; White, 2007), and offers a wide range of application to multiple areas of Korean SLA (e.g., Ahn, 2015; Jeon, 2004; Kim H-Y, 2012; Lee, 2012).Chapter 2 (Park, Choi, and Ko) provides a view into the theoretical backgrounds and implementation of various Communicative Language Teaching (CLT) methodologies, focusing the discussion on where and how each approach is currently being applied in Korean language education programs. In this review of task-based language teaching, content-based instruction, and technology-enhanced language instruction methodologies, the reader finds an overview of current approaches in the field of Korean language education (e.g., Cheon, 2007; Kim, Choi, Yun, Kim, & Choi, 2020; Kong, 2012; Lim & Lee, 2015; Noji, Yuen, & Yuen, 2012; Roh & Kim, 2019).Chapter 3 (Kim and Yoon) reviews how “linguistic, pragmatic and interactional” features of Korean are used in “managing topic and reference” for coherent communication (e.g., Kim, 1999; Kim H-Y, 2012; Oh, 2007), “organizing discourse” according to interactional goals (e.g., Hwang, 2015), and “performing social actions” in terms of both speech act and stance expression (e.g., Kim, 2020; Lee, 1999; Park, 1999; Yoon, 2019). These patterns of usage are linked to a speaker's interactive competence (Young, 2008; Hall & Pekarek Doehler, 2011), and activity ideas for Korean language classes are included.Chapter 4 (Brown and Yoon) complexifies issues of culture in relation to language teaching, by first underscoring the assumed primacy of grammar in both SLA and language pedagogy. The authors propose multiple perspectives on “culture” and the multivariate ways in which culture is defined and discussed (Byram, 2008; Herron, Cole, Corrie, & Dubreil, 1999; Walker, 2000). Supplementing the more traditional, pragmatically grounded explanations of Korean society and culture, the authors also address issues of identity (“Korean adoptee returnees,” Higgins & Stoker, 2011) and note the use of media-based materials (advertisements) and pop culture, as resources for language-culture content, while also pointing out drawbacks of how culture is introduced and taught in Korean textbooks (Choo, 1999; Ree, 2000).Chapter 5 (Kim) reviews the characteristics of Korean heritage learners in terms of error types and cognition of language processing as compared to those found in L2 learners and bilingual Korean-English speakers (e.g., Kim, 2008; Kim H, 2012). Through this discussion, heritage learners' unique learner profiles are explained by their tendencies of attending to (Zyzik, 2016) and noticing (Schmidt, 1990) language patterns, which are informed by their background knowledge (Gass, 1988, p. 201) and history of Korean language input. Implications of these findings on Korean Heritage Language education are suggested in terms of concrete teaching approaches, feedback methods, and subject matter.Chapter 6 (Suh and Jung) centers on literacy and multiliteracies as conceptualized in the Korean L2 classroom. The authors underscore the fact that literacy extends far beyond reading, writing, and orthography in all L2 education. Rather, literacy and multiliteracies are grounded in the various layers of meaning within texts (explicit, implicit, and cultural). Literacy practices are also related to critical thinking, in the sense that texts are imbued with multiple voices and perspectives that are then decoded and subsequently appropriated by language learners. Crucially, the chapter underscores the robust ways in which literacy is social action (Kim, 2018), as enacted in TV dramas (Lee-Smith & Roh, 2016), Public Service Announcements (PSAs) (Lee-Smith, 2016), peer review in composition assignments (Byon, 2005), and overall writing skill development.Chapter 7 (Shin and Lee) considers timely issues in both standardized and classroom-based assessments of Korean language. An overview of standardized assessments particularly focuses on the contexts and limitations of prominent Korean language exams. The discussion of classroom assessments points out essential considerations such as the distinct needs of heritage versus nonheritage learners (Brinton, Kagan, & Bauckus, 2008; Cho & Chun, 2015; Kondo-Brown, 2005; Lee & Kim, 2008; Sohn & Shin, 2007; 손성옥, 2005) and the alignment of assessments with classroom instruction content (Norris, 2016). The creation of criterion-referenced tests for achievement assessments is suggested, and a framework for such assessments is described in detail (Davidson & Lynch, 2002). Finally, helpful guidelines are put forth for the creation of achievement assessments that mirror actual language usage as closely as possible, and alternative forms of assessment are also described.Chapter 8 (Yu Cho, Lee, and Wang) lays out the history and development of Korean language programs in higher education and at K-12 levels, underscoring such factors as the National Standards for Korean Language Education and the invaluable support by the Korea Foundation. The authors provide an overview of the various Korean language programs in North America, while illustrating the current Korean as a foreign language (KFL) faculty profiles and discussing the various types of professional development opportunities for preservice and in-service KFL teachers and their importance to continued growth and success (Im, Suh, Jung, Shin, & Choi, 2013; Kim, 2017). At the heart of successful Korean language programs are the KFL instructors.Part II of this volume is an extensive and detailed annotated bibliography consisting of 524 research pieces, of which 495 are peer-reviewed journal articles and 29 are doctoral dissertations. The journal articles were culled from 35 major journals that specialize in foreign language pedagogy, each of which has published at least one article on Korean foreign language education in English. Of these, 21 were published in North America and 14 in South Korea. Part II opens with a quantitative summary of relevant KFL-related research topics from the past 2.5 decades, a qualitative compilation of topic-based research trends, a brief discussion on the evolution of scholarship in Korean as a Heritage Language, and a summary of more recent research trends in KFL scholarship more generally. Following this introduction, the actual annotations to relevant research articles and dissertation appear in the same order and under the same headings as the chapter headings for the eight chapters in Part I. The annotated bibliography is designed as a “useful and ready-to-use resource” (p. 206).One drawback to the annotated bibliography is that the authors have designedly excluded such academic publications as “book chapters” (and thus also full book-length publications) because they are “not easily downloadable from online databases.” This focus may skew both the overall findings as well as the summaries of research trends, since much seminal research on Korean, Korean applied linguistics, Korean pragmatics, Korean language pedagogy, socialization, and so forth (written in English) also appears as chapters in important edited volumes, including the full series of Japanese-Korean Linguistics and the full series of conference proceedings from International Circle of Korean Linguistics (ICKL).Overall, this book is a welcome addition to the growing body of publications on Korean language pedagogy and professional development that serves multiple purposes: It is an invaluable resource for classic and more recent theoretical trends in linguistics, applied linguistics, sociolinguistics, pragmatics, literacy, multiliteracies, and language socialization.It provides insights into critical topics related to KFL issues and how such issues have been investigated and analyzed.It provides practical, concrete examples for potential application in the KFL classroom.It is user-friendly and includes discussion questions for readers to develop their own understandings of the eight key issues beyond the content and limitations of each individual chapter.

This study investigates the combined effects of residents’ use of native languages and tourists’ mindfulness on perceived authenticity and overall satisfaction in multilingual tourism destinations. Using a sample of 281 tourists, data were collected via a structured survey. Structural Equation Modeling (SEM) evaluated the hypothesized relationships. The findings reveal that residents’ use of native languages significantly enhances tourists’ perceptions of authenticity, which, in turn, positively impacts satisfaction. Furthermore, mindfulness moderates the effects of native language use on perceived authenticity, highlighting its role in shaping authentic experiences. These results underscore the importance of cultural preservation through native language use in fostering meaningful and satisfying tourist experiences. This study provides actionable insights for tourism stakeholders, emphasizing the balance between cultural authenticity and tourist engagement to enhance destination competitiveness.

Francomano (2012) reports on the presentation she made at the special panel of the 2012 MLA Convention on graduate programs in Spanish. In her remarks, she focuses on the need for graduate students to become trained teachers dealing with culture, literature, and critical thinking; in short, to become professors of humanities. This idea is well taken, and is such an obvious point to make that it seems absurd that Francomano would have to make it to begin with. Of course, graduate students in literary studies will enter the academy as scholars and teachers of the humanities. Of course, they should be equipped to deal with the profession they have chosen. My purpose here is not to comment on what I see as a laudable goal of graduate studies. Instead, I would like to examine some of Francomano’s claims regarding language teaching and applied linguistics in graduate education. Francomano claims that “at present, graduate programs emphasize language teaching.” She continues: “Most graduate curricula in Spanish include applied linguistics and teaching methodologies to train students to be proficient teachers of second language acquisition.” She concludes these ideas by stating: “Additionally, graduate students are given ample opportunities to become seasoned teachers as they progress through their doctoral studies” (xviii). At first blush, these comments seem factual, and for the context in which Francomano exercises her profession (Georgetown), they may be true. For the profession more generally, however, these claims are questionable. The assertion that graduate programs across the country emphasize language teaching runs counter to what students study and are tested on in most literary graduate programs. For example, no doctoral program in literary studies that I know of includes examinations on language acquisition and/or language teaching. No graduate student in literary studies is ever asked to demonstrate in final comprehensive exams any ability in the language classroom. In fact, in many institutions, fields such as second language acquisition and second language teaching simply do not exist at the graduate level. Some institutions actively discourage or discount such fields within graduate student work. And it is rare for a graduate student to lose a teaching assistantship except under extreme situations. That is, mediocre teaching is allowed in many programs. Related to the claim that language teaching is emphasized is the notion that graduate programs include applied linguistics and language teaching methodologies. Leaving aside that methods are dead and that applied linguistics is not a field, let’s ask the question, “How many courses does the typical doctoral student in Spanish studies take on language teaching or language acquisition?” The answer is “one, at best.” Ignoring what the content of such a course normally is—a point I will return to in a minute—one course on language teaching does not a proficient or knowledgeable teacher make. Contrast this situation with what happens for the area of concentration. The typical graduate program requires that students take multiple courses in Iberian literature, Spanish American literature, film, critical theory, and so on. Why? Because graduate professors know that one course in literature does not a scholar or professor of literature make. To think about this a different way, we might ask ourselves, “What background or courses would make for a proficient or knowledgeable second language teacher?” To name but some, there are courses in linguistics (syntax, phonology, pragmatics, discourse, and so on), because teachers ought to understand the nature of language as it is currently understood

This study investigates English language teaching (ELT) methodologies and their impact on developing communication skills among students in Iraqi schools. While English is increasingly vital for academic, professional, and social success globally, traditional teaching methods in Iraqi schools focus on rote memorization and grammar instruction, neglecting practical language use. As a result, students are often unprepared for real-world communication. This research explores alternative methodologies, particularly Communicative Language Teaching (CLT), which emphasizes meaningful interaction and real-life language application. Using a qualitative research design, the study collected data through semi-structured interviews with English teachers and classroom observations. The findings reveal that traditional methods provide a grammatical foundation but fail to improve students’ speaking and listening skills. Barriers such as resource limitations, large class sizes, and resistance to change prevent the adoption of communicative approaches. Classroom observations confirmed that instruction remains predominantly teacher-centered, with limited student engagement. Despite these challenges, CLT strategies showed potential in fostering fluency, confidence, and active participation. To enhance communication skills, Iraqi schools must transition to interactive, student-centered teaching methodologies. Complementing traditional methods with real-life language applications and addressing systemic challenges, such as inadequate resources and teacher training, will better prepare students for success in an interconnected global society.

This sequential explanatory mixed methods design study aimed to investigate the beliefs of English Language Teaching (ELT) prospective teachers about using the target language (L2) at macro and micro-levels in English as a foreign language (EFL) classrooms in addition to some scaffolding strategies to minimize their native language (L1) use. Furthermore, whether being experienced in language teaching and being abroad made differences in the beliefs of prospective teachers (PTs) were examined. The study was conducted with 128 ELT PTs enrolled in a state university in Turkey by administering a questionnaire as a quantitative instrument and a semi-structured interview as a qualitative instrument. The results of the descriptive statistics revealed that the PTs were in favour of using students’ native language whenever it is required rather than following English-only policy. Accordingly, they agreed on the use of L2 mostly to give feedback, information and instructions besides greeting students and later to encourage students, check their understanding, and to provide them supportive talk. They became hesitant to use L2 to manage classrooms, crack jokes, and to give instructions of new and complex types of activities. The dependent variables in the study indicated few differences in their beliefs as to using L2 in EFL classrooms. The results were discussed and some implications for ELT teacher education were suggested.

There has been a longstanding debate on the use of native language (L1) in second language acquisition (SLA). One important topic in language education to investigate is the use of language in the second language (L2) writing process. The majority of studies have focused on L2 writers in English as a foreign language (EFL) settings. Quantitative research approaches have been dominant. Nevertheless, the complexity of this issue cannot be comprehensively explored without qualitative analysis. This case study investigates the language use of a Chinese international college student in the United States throughout the L2 writing process. It adopts a qualitative research approach. The findings show that language learners draw upon their entire linguistic repertoire while writing; even those with a high proficiency level still rely upon their L1 in the L2 writing process. The findings also reveal the multiple functions of the L1 in facilitating L2 writing. Although this study primarily focuses on the linguistic influences of the L1, its implications can be generalized to a broader context. Teachers working with English learners (ELs) or bilingual students are highly recommended to acknowledge and gain a comprehensive understanding of the value of students’ linguistic knowledge, as well as embrace and strategically utilize students’ linguistic repertoires.

The present pilot study compares the use of the native language during foreign- language writing processes of two students enrolled in a Translation degree program to that of two students enrolled in an English Language and Literature degree program who had not received training in translation or interpreting. Across a range of sub-processes of source-based academic writing, native language use was found to be more frequent in the Translation students’ than in the English students’ think-aloud protocols. Possible relationships between the participants’ patterns of language use and their academic socialization are discussed, as well as the potential that native language use in foreign-language academic writing processes can have to help students improve their foreign-language texts.

Language profoundly shapes human perception and social interactions. Sigmund Freud emphasized the role of language in uncovering and addressing unconscious conflicts, particularly in the treatment of mental illness. Ludwig Wittgenstein examined the everyday use of language through his concept of “language games,” thereby revealing its normative function in shaping meaning, behavior, and societal norms. This paper compares Freud’s and Wittgenstein’s approaches to language, highlighting their shared emphasis on its normativity and therapeutic potential. While their perspectives differ — Freud focusing on the unconscious structures underlying speech and Wittgenstein on the rule–governed nature of language use — they both illustrate that language is an active force that shapes human experience rather than a passive medium. Finally, the paper argues that Freud’s insights into the symbolic dimensions of language and Wittgenstein’s emphasis on linguistic practice together suggest the need for a culturally sensitive and holistic approach to therapy.

This article posits that the implementation of language policy in South Africa and particularly in the KwaZulu- Natal Department of Education remains a challenge, notwithstanding existing attempts by policies to promote multilingualism and guard against the use of language to perpetuate inequalities which were entrenched by the past history of the country. In this article it is argued that the use of foreign languages as the only languages of teaching and learning in KwaZulu-Natal schools impedes access to the curriculum by African learners who are neither English nor Afrikaans. The article challenges the mission of the KwaZulu-Natal Department of Education in that the Department cannot champion transformation successfully if African languages are left behind as languages of teaching and learning. The article poses recommendations as to how the apparent linguistic imperialism, which is a human rights violation, can be turned around to linguistic diversity that is based on linguistic justice.

In the field of educational psychology, self-regulation is part of a well-established research paradigm that has been extensively applied to learning contexts. However, despite proposals highlighting its benefits, some researchers claim that its cross-pollination into applied linguistics has been slow. In their recent Applied Linguistics’ Forum article, Teng and Zhang (2022) discuss some of the reasons why this may be the case. They also further repeated calls for the importance of self-regulated learning in second/foreign language learning and teaching. In this response article, we wish to add to their proposal by focusing on the role that language plays in language learning. Specifically, to maximize the benefits of second/foreign language learning and teaching centered on regulatory training (whether it is self-, co-, or otherwise derived), then alongside the how (learning process), we need to more fully consider the what (aspect of language being learned), and how the two are, in essence, mutually constitutive and reciprocally conditioned. This entails broadening our perspective on self-regulated learning to encompass the multi-functional nature of language use.

Adopting a broader dialogical conceptual lens on interactive listening, this study examines advanced adult learners’ language use and thought processes during a problem-solving task. Twenty English as a second language (L2) students from a Scottish university participated in the study. They worked in pairs on the task before taking part in retrospective interviews. In contrast to previous studies which investigated peer interactions, the participants in the present study were from diverse linguistic and cultural backgrounds. The analysis shows that L2 listeners utilise a range of verbal and non-verbal discursive practices, including reception strategies, as they negotiate and co-construct a shared understanding. Furthermore, their language use is embedded in an understanding of the sociocultural and discursive norms of both the settings of this study and the backgrounds of the interlocutor. The findings also indicate that rather than being static, listeners’ perceptions of themselves and the others are contingent upon the dynamic interpersonal relationship in communication. The article argues for a need to broaden our understanding of what meaning-in-context in interactive listening entails: when listeners take on an active role, not only do they listen in the conventional sense, but they also become the co-regulator of the discourse.

National identity is usually based on certain features, which enable an individual to perceive his/her national identity. In addition to culture, customs, traditions, a defined territory, a shared history, etc., language is a strong basis for an individual’s identification with a certain ethnic group. Language is considered to be the most universal means of communication as it helps us to convey the content of information when communicating. However, accelerating globalization affects even the use of a national language and, thus, the younger generation is often more focused on the dissemination of information in English. As a result, it seems that the native language is pushed aside, and little significance is given to its correctness. National identity and the use of national language are extremely important for representatives of certain professions, for example, statutory officers, soldiers, and specialists of law because clarity and logic are some of the most important elements in legal documents to comprehensively render the content. Therefore, the article aims to reveal the attitudes of the students of the Public Security Academy of Mykolas Romeris University towards the significance and place of national language and national identity in modern society as well as the importance of language skills for professional career. The survey results revealed that many young people associate national identity with their native language and culture, and find common links between them.

Pakistan inherits a multilingual heritage. Along with Urdu, 70 different languages are spoken. The 1973 Constitution officially recognizes Urdu as Pakistan's only national language. Till today, the adoption and promotion of Urdu as a medium of educational instruction has remained a point of controversy. Existing research lacks the voice of academicians on the issue. Present investigation focused on the voice of 100 university professors selected randomly. Part of PhD research, data was gathered using a standardized Likert Summative Ranking Scale. Data analysis revealed that there is a highly significant positive relationship (p = 0.000) between use of national language and nation-building. This means, academicians across Pakistani universities strongly believe in the use of national language in all walks of life to realize the dreams of the nation building. It will help to achieve socio-cultural, developmental, strategic, academic and identity goals amicably.

By examining the ancient and modern educational approaches in the Xinjiang Uyghur Autonomous Region, this study analyzes the changes and processes based on the analysis of Xinjiang’s location, ethnic situation, and educational resources and studies the differences between language education in Xinjiang and the general region, which proposes the importance of the popularization of the common national language for language education. It also analyzes the relationship between the common national language and Chinese language education.The paper is divided into four parts. The first part introduces the background. The second part introduces language education under the new curriculum standards and explores in depth through language learning requirements, teaching materials, and school-based resources. The third part analyzes the current situation of the use of national languages by ethnic minorities in Xinjiang and explores it through students, language teachers, and learning. The fourth part concludes. The shift from “bilingual education” to full Chinese language teaching has been a long-standing educational goal in Xinjiang, and it has been achieved. However, the version of language teaching materials in the region lags, the curriculum reform is slow, and teachers and language curriculum resources are relatively scarce. This will provide some reference for future research and exploration of language education in Xinjiang. This study finds that the versions of the language teaching materials lag, the curriculum reform is slow, and the teacher strength and the language curriculum resources are relatively scarce.

Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections