Aleidine J Moeller
Biographic Data
| ID | 5434775 |
|---|---|
| NAME | Aleidine J Moeller |
| GIVEN NAMES | Aleidine J |
| FAMILY NAME | Moeller |
| SIGNATURE | MOELLER A J |
| AFFILIATIONS | University of Nebraska–Lincoln |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices
Creating a new normal: Language education for all
How close are we to the reality of all students having the opportunity to learn another language and gaining support for these efforts from the general public? The answer has a long history, which we point out by referencing articles that span the 50‐year history of Foreign Language Annals . From the 1979 President's Commission on Foreign Language and International Studies report under President Jimmy Carter (Perkins, 1979) to the recent article …
President's Message
Bringing Flow into the Language Classroom
Foreign Language Teaching and Learning
A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom
Spoken Spanish Language Development at the High School Level: A Mixed‐Methods Study
Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high school level over five consecutive years, involving more than 1,500 students representing 23 school d…
Media discourse and dual language programs: A critical linguistic analysis
Increasing Self‐Regulated Learning Through the LinguaFolio
Within foreign language classrooms, one intervention gaining recognition is LinguaFolio, a portfolio‐based formative assessment designed to increase self‐regulated learning. The question emerges whether such an intervention impacts student motivation, learning, and achievement. Researchers conducted a classroom‐based, quasi‐experimental, one‐semester quantitative study with first‐year French and Spanish classes at a Midwestern university. Studen…
Weaving Curricular Standards into the Language Classroom: An Action Research Study
Absteact. This action research study examines the perspectives and voices of students in a post‐secondary Japanese class through an authentic project — a pen pal letter exchange. The project's effects on student motivation and learning are analyzed through the lens of the five goals of the national standards: communication, cultures, connections, comparisons, and communities. The study describes how a project‐based unit with a focus on meaning ca…
Content‐Based Foreign Language Instruction In the Middle School: An Experiential Learning Approach
Numerous middle school reports acknowledge foreign languages as an important part of middle school curriculum, yet all too often, the foreign language teachers are on the periphery of decision making and curriculum planning activities. A thorough analysis of the National Association of Secondary School Principals (NASSP)–An Agenda for Excellence at the Middle Level reveals a significant overlap in instructional and curricular goals with Krashen's…
Graded or Nongraded Communicative Activities–What is the Answer?–An Update
An earlier study (Hahn et al., 1989) showed that grading classroom communicative activities did not by itself affect student performance. Because its sample was small (23), we have replicated it with a largergroup: 84 junior high school students, 47 in Levell classes and 37 in Levelll. At each level students were divided into an experimental group, whose oral performance was graded, and a control group, where it was not. An ACTFL‐certified tester…
Creating a new normal: Language education for all
How close are we to the reality of all students having the opportunity to learn another language and gaining support for these efforts from the general public? The answer has a long history, which we point out by referencing articles that span the 50‐year history of Foreign Language Annals . From the 1979 President's Commission on Foreign Language and International Studies report under President Jimmy Carter (Perkins, 1979) to the recent article …
Increasing Self‐Regulated Learning Through the LinguaFolio
Within foreign language classrooms, one intervention gaining recognition is LinguaFolio, a portfolio‐based formative assessment designed to increase self‐regulated learning. The question emerges whether such an intervention impacts student motivation, learning, and achievement. Researchers conducted a classroom‐based, quasi‐experimental, one‐semester quantitative study with first‐year French and Spanish classes at a Midwestern university. Studen…
A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom
Spoken Spanish Language Development at the High School Level: A Mixed‐Methods Study
Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high school level over five consecutive years, involving more than 1,500 students representing 23 school d…
Bringing Flow into the Language Classroom
Weaving Curricular Standards into the Language Classroom: An Action Research Study
Absteact. This action research study examines the perspectives and voices of students in a post‐secondary Japanese class through an authentic project — a pen pal letter exchange. The project's effects on student motivation and learning are analyzed through the lens of the five goals of the national standards: communication, cultures, connections, comparisons, and communities. The study describes how a project‐based unit with a focus on meaning ca…
Graded or Nongraded Communicative Activities–What is the Answer?–An Update
An earlier study (Hahn et al., 1989) showed that grading classroom communicative activities did not by itself affect student performance. Because its sample was small (23), we have replicated it with a largergroup: 84 junior high school students, 47 in Levell classes and 37 in Levelll. At each level students were divided into an experimental group, whose oral performance was graded, and a control group, where it was not. An ACTFL‐certified tester…
Content‐Based Foreign Language Instruction In the Middle School: An Experiential Learning Approach
Numerous middle school reports acknowledge foreign languages as an important part of middle school curriculum, yet all too often, the foreign language teachers are on the periphery of decision making and curriculum planning activities. A thorough analysis of the National Association of Secondary School Principals (NASSP)–An Agenda for Excellence at the Middle Level reveals a significant overlap in instructional and curricular goals with Krashen's…
Weaving Curricular Standards into the Language Classroom: An Action Research Study
Absteact. This action research study examines the perspectives and voices of students in a post‐secondary Japanese class through an authentic project — a pen pal letter exchange. The project's effects on student motivation and learning are analyzed through the lens of the five goals of the national standards: communication, cultures, connections, comparisons, and communities. The study describes how a project‐based unit with a focus on meaning ca…
Increasing Self‐Regulated Learning Through the LinguaFolio
Within foreign language classrooms, one intervention gaining recognition is LinguaFolio, a portfolio‐based formative assessment designed to increase self‐regulated learning. The question emerges whether such an intervention impacts student motivation, learning, and achievement. Researchers conducted a classroom‐based, quasi‐experimental, one‐semester quantitative study with first‐year French and Spanish classes at a Midwestern university. Studen…
Media discourse and dual language programs: A critical linguistic analysis
A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom
Spoken Spanish Language Development at the High School Level: A Mixed‐Methods Study
Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high school level over five consecutive years, involving more than 1,500 students representing 23 school d…
Foreign Language Teaching and Learning
Creating a new normal: Language education for all
How close are we to the reality of all students having the opportunity to learn another language and gaining support for these efforts from the general public? The answer has a long history, which we point out by referencing articles that span the 50‐year history of Foreign Language Annals . From the 1979 President's Commission on Foreign Language and International Studies report under President Jimmy Carter (Perkins, 1979) to the recent article …
President's Message
Bringing Flow into the Language Classroom
Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices
EFL/ESL Teaching and Learning (9 works) · Psychology (9 works) · Computer Science (7 works) · Linguistics (7 works) · Mathematics education (7 works) · Pedagogy (7 works) · Foreign language (6 works) · Second Language Learning and Teaching (5 works) · Sociology (5 works) · Language education (4 works)