"shared solutions for common problems"

Journal of the National Council of Less Commonly Taught Languages

Volume 16, Fall 2014

  • Corrective Feedback in Classrooms at Different Proficiency Levels —A Case Study of Chinese as a Foreign Language - Liu Li
  • Errors in the Production of Adult Early and Late Bilinguals - Teresa Lee
  • Teachers’ and Non-Teachers’ Perceptions of a Chinese Learner’s Oral Performances - Guangyan Chen
  • Loss of Culture, Loss of Language: An Afghan-American Community - Farid Saydee
  • The Development of a National Curriculum Guide for Persian: Themes, Genres, Standards-based Goals, and Models - Nicole Mills and Pardis Minuchehr
  • Korean Language Teachers in Higher Education in North America: Profile, Status and More - Hye-Sook Wang

Volume 15, Spring 2014

  • Teaching Norwegian to beginners: Six principles to guide lesson planning - Anna Krulatz, Sør-Trøndelag University College
  • Informal Language Learning and Self-Instruction: The Learning Ecosystem of Learners of Macedonian - Biljana Belamarić Wilsey, North Carolina State University
  • Developing Linguistic and Professional Competence: Business Ukrainian On-line - Alla Nedashkivska
  • Content-based Persian language instruction at the University of Maryland: A field-report - Ali Reza Abasi, University of Maryland
  • Foreign Language Speaking Anxiety: A Study of Chinese Language Learners - Han Luo, Northwestern University
  • The Arabic Language Fog of War: Exploring Iraq War Veterans’ Motivations to Study Arabic Language and Culture Post-Deployment - Jennifer Nichols, Kenyon College
  • Meso-American Languages: An Investigation of Variety, Maintenance, and Implications for Linguistic Survival - Ransom Gladwin, Valdosta State University

Volume 14, Fall 2013

  • Variation among heritage speakers: Sequential vs. simultaneous bilinguals - Teresa Lee, University of Virginia
  • Cultural Factors in High School Student Motivation to Study Less Commonly Taught Languages - Masako Nunn, California State University, San Bernardino
  • Effectiveness of deep, blended language learning as measured by oral proficiency and course evaluation - Francois Victor Tochon, University of Wisconsin-Madison
  • A Language Socialization Approach to Uzbek Language Learning - Baburhan Uzum, Sam Houston State University
  • Language classroom risk-taking behavior in a performed culture-based program - Stephen D. Luft, Ohio State University

Volume 13, Spring 2013

  • LCTL teachers’ assessment knowledge and practices: An exploratory study - Megan Montee, Aileen Bach, Anne Donovan, Lynn Thompson
  • Survey of Digital Materials for Teaching Less Commonly Taught Languages Barbara Blankenship and Thomas J. Hinnebusch UCLA Language Materials Project - Barbara Blankenship, Thomas J. Hinnebusch
  • Cognitive Perspective in SLA: Pedagogical Implications for Enhancing Oral Proficiency in Foreign Languages - Serafima Gettys, Iwona Lech
  • Making Vocabulary Corporeal: Arabic Learners, Vocabulary Development, & arabiCorpus - Amy Johnson, Mike Raish
  • The signal and comprehension approach: decoding and meaning building - Rajaa Aquil
  • Chinese as a Foreign Language (CFL) Students’ Lexical Tonal Development: An Investigation of Tonal Production and Awareness of Tonal Categories - Li Jin

Volume 9, Fall 2010

  • Enhanced Input in LCTL Pedagogy - Marilyn S. Manley, Rowan University
  • Development of a Computer-Based Workshop to Foster Language Assessment Literacy - Katherine Riestenberg, Francesca Di Silvio, Anne Donovan, Margaret E Malone, Center for Applied Linguistics
  • The Use of English in the Chinese Language Classroom: Perspectives from American College Students -Henrietta Yang, Morehouse College
  • "I Got the Point Across and that is What Counts". Transcultural versus (?) Linguistic Competence in Language Teaching -Shobna Nijhawan, New York University
  • The More Things Change: A Learner's Perspective on Learning Another Arabic Dialect - Elizabeth M. Bergman, Miami University of Ohio
  • Heritage Motivation, Identity and the Desire to Learn Arabic in U.S. Early Adolescents - Amanda Lanier Temples, Georgia State University

Volume 8, Spring 2010

  • Business Communiction in Less Commonly Taught Languages: Teaching Suggestions Through Discourse Analysis - Glaucia V. Silva, University of Massachusetts Dartmouth Denise Santos, The University of Reading, UK
  • Addressing the Language Description Deficit - M. Ali Bolgun, Defense Language Institute Foreign Language Center
  • Adverbs as a Wor Category in Kinyakyusa - Amani Lusekelo, Dar es Salaam University College of Education
  • The Production of Turkish Relative Clauses in Second Language Acquisition: Overcoming Student Difficulties - Anjel Toczu, Defense Language Institute Foreign Language Center
  • Korean as a Heritage Language in the U.S. University Classroom - Hyun-Sook Kang, Illinois State University
    A Curriculum for Teaching Indonesian in Classes with Diverse Learners - Maria Carreira, California State University, Long Beach
    Juliana Wijaya, University of California, Los Angeles
  • Incorporating Language Learning Into the Academic Setting: A Practical Example at Harvard University - Charles Owu-Ewie, Ohio University, Athens

Volume 7, Fall 2009

  • Who Studies Language and Why?: A Cross-Language Survey of First-Year College-Level Language Learners - Kathryn M. Howard, University of Pennsylvania, Rachel R. Reynolds, Drexel University & Julia Deak, University of Pennsylvania
  • Reasons Students Take Courses in less Commonly Taught Language and More Commonly Taught Languages - Dianna Murphy, University of Wisconsin-Madison, Sally Sieloff Magnan, University of Wisconsin-Madison, Michele Back, University of California-Riverside & Paula Garrett-Rucks, University of Wisconsin-Madison
  • An Analysis of Student Evaluations of Native and Non-Native Korean Foreign Language Teachers - Julie Damron, Brigham Young University
  • Increasing Assessment Literacy among LCTL Instructors through Blended Learning - Victoria C. Nier, Center for Applied Linguistics, Anne E. Donovan, Center for Applied Linguistics, & Margaret E. Malone, Center for Applied Linguistics
  • Using Technology to Make a Professional Development Effective and Cost-Effective: The JOINT Online Course Program for Japanese Language Teachers - Tekeshi Sengiku, Gettysburg College, Yasu-Hiko Tohsaku, University of California-San Diego, Eiko Ushida, University of California-San Diego, Susan Schmidt, Alliance of Associations of Teachers of Japanese
  • ARIDA: An Arabic Inter-Language Database and its Applications: A Pilot Study - Ghazi Abuhakema, The College of Charleston, Anna Feldman, Montclair State University, & Eileen Fitzpatrick, Montclair State University

Volume 6, Spring 2009

  • Arabic: Meeting the Challenges - Elizabeth M. Bergman, Arizona State University
  • Teaching Accurate Translation at Word Level - Alexander Burak, University of Florida
  • Teaching Russian Grammar Interactively: The Case System - Rimma Garn, University of California-Davis
  • The Keyimage Method of Learning Sound-Symbol Correspondences: A Case Study of Learning Written Khmer - Elizabeth Lavolette, University of Hawaii at Manoa
  • Retention of Katakana as Foreign Scripts: The Effects of Mnemonics and Spatial Ability - Sachiko Matsunaga, California State University-Los Angeles
    Internet-Assisted Language Learning (IALL) and Developing Arabic Proficiency - Rabia Bajwa, Georgetown University

Volume 5, Spring 2008

  • 2007 NCOLCTL Keynote Presentation - Ambassador Robert Finn, Liechtenstein Institute of the Woodrow Wilson School, Princeton
  • Survival Strategies: LCTLs in Context - Marilyn S. Manley, Rowan University
  • Why College students Want to Learn Asian Languages: A Comparative Study of Motivational Factors for the Selections of Chinese, Japanese, Korean, and Vietnamese - Jack Jinghui Liu, California State University-Fullerton, Setsue Shibata, California State University-Fullerton
  • Proficiency Testing and Language Teaching: Russian and Polish - Rimma Garn, University of Missouri-Columbia
  • Active Learning through Materials Development: A Project for the Advanced L2 Classroom - Katrina Daly Thompson, University of California-Los Angeles
  • Is ‘msonge’ a House? Visualizing a Novel in the L2 Classroom: The Case of Swahili - Charles Bwenge, University of Florida
  • Teaching Pragmatic Particles in the LCTL Classroom - Faizah Sari, University of Alabama

Volume 4, Spring 2007

  • Innovations in language Learning: The Oregon Chinese Flagship Model - Carl Falsgraf, University of Oregon, Madeline K. Spring, University of Oregon
  • Foreign Languages Surviving and Thriving in Conventional University Settings: Implications for Less Commonly Taught Languages - Elizabeth B. Bernhardt, Stanford University
  • Teaching Speech Arts - Margo Milleret, University of New Mexico
  • Endangered Language Documentation and Transmission - D. Victoria Rau, Providence University-Taiwan, Meng-Chien Yang, Providence University-Taiwan
  • Maa-Neu Dong, National Museum of Natural Science-Taiwan Are We There Yet? - Ray T. Clifford, Brigham Young University
    Fostering of Less Commonly Taught Language Initiatives- The Minnesota Experience - Leonard Anthony Polakiewicz, University of Minnesota

Volume 3, Spring 2006

  • Opening Remarks: NCOLCTL Annual Meeting ‘05 - Gilles Bousquet, University of Wisconsin-Madison
  • Why Students in the U.S. are Learning Arabic: A Study of Motivation at the College-Level - Paula M. Winke, Michigan State University
    Heather D. Weger-Guntharp, Georgetown University
  • College Heritage Language Speakers’ Perceptions of Heritage Languages and Identity - Jingjing Qin, Northern Arizona University
  • Models of Integrating Content and Language Learning - Jiaying Howard, Monterey Institute of International Studies
  • A Retrospective and a Look into the Future 2005 NCOLCTL Walton Award Acceptance Speech Dora Johnson, Center for Applied Linguistics

Volume 2, Spring 2005

  • The Global Professional - Gilles Bousquet, University of Wisconsin-Madison
  • The Privilege of the Less Commonly Taught Languages: Linking Literacy and Advanced L2 Capacities - Heidi Byrnes, Georgetown University
  • An Analysis of Learner Motivation of Less Commonly Taught Languages - Junko Ueno, Union College
  • Social Bilingualism and FL Teaching: The Case of Catalan - Amalia Llombart-Huesca, University of Redlands
  • Meeting the Standards for Foreign Language Learning through an Internet-Based Newspaper Project: Case Studies of Advanced-Level Japanese Learners - Miyuki Fukai, Columbia University
  • Why We Need Each Other: 2004 NCOLCTL Walton Award Acceptance Speech - Laurel Rasplica Rodd, University of Colorado

Volume 1, Spring 2004

  • Do Background Variables Predict Students’ Scores on a Japanese Placement Test? Implications for Placing Heritage Language Learners - Kimi Kondo-Brown, University of Hawaii-Manoa
  • Code-Switching among Trilingual Montrealers: French, English, and a Heritage Language. 

    Ephie Konidaris - McGill University

  • An Ethnographic Study of Chinese Heritage Language Education and Technological Innovations. 

    Minjuan Wang, San Diego State University

  • On-line Delivery for Serbo-Croatian (Bosniac, Croatian, Serbian): Tailoring Technology to the Learner. Danko Sipka, Arizona State University

  • Gender Representation in Elementary Level, African Language Textbooks. Antonia Folarin Schleicher, University of Wisconsin-Madison & Kristi Hobson, University of Wisconsin-Madison

  • Arabic Instructors’ Attitudes on Communicative Language Teaching (CLT). Deniz Gokcora, University of Minnesota
    Evrim Eveyik-Aydin, University of Minnesota

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