Modern Language Journal

Article	Citations
	163
Notes from the Editor	64
	55
Transnational literacy experiences and chronotopic identity work: A duoethnography of returnee English language teachers in China	37
On the need of pluralism and common ground in SLA	35
Triangulating learner corpus and online experimental data: Evidence from gender agreement and relative clauses in L2 Greek	34
On the matter of matter in second language education: A “mixed” review of current research	30
From problem to right: Imaginative speculation on translanguaging in the world language classroom	29
Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage?	27
Assessing lexical proficiency in Russian as a second language using indices of lexical sophistication, diversity, and fluency	26
Research–Practice Partnerships: Shaping Next‐Generation Language Learning Research	25
Forthcoming in The Modern Language Journal, 108, 2	24
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Global geopolitics, migration, and language education in the United States	24
Researcher‐Supported Professional Learning and Development for Instructors in Adult L2 Programs: Factors Leading to Ongoing Communities of Practice	23
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Comprehensible to Whom? Examining Rater, Speaker, and Interlocutor Perspectives on Comprehensibility in an Interactive Context	22
Issue Information ‐ TOC	21
In it Together: Teachers, Researchers, and Classroom SLA	21
Forthcoming in The Modern Language Journal, 110 (Supplement 2026)	21
How Output Outweighs Input and Interlocutors Matter for Study‐Abroad SLA: Computational Social Network Analysis of Learner Interactions	20
Issue Information ‐ TOC	20
Issue Information ‐ Copyright Page	20
The demographic landscape of Spanish language teaching research: A cross‐national study	20
Advocating theoretical plurality and methodological flexibility toward humanistic synergy in SLA/T research: A response to Lantolf, Poehner, and Rieker (2025)	19

Give you some color: Chinese language teachers’ encounters of race and racialization in American K–12 schools	19
NFMLTA/MLJ Roundtable Conference Grants	18
Issue Information ‐ Copyright Page	18
Issue Information ‐ TOC	18
Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom	18
EDITORS’ NOTE	17
Issue Information ‐ Copyright Page	17
Relationality, interconnectedness, and identity: A process‐focused approach to second language acquisition and teaching (SLA/T)	16
A small lens on timescales and multimodality in classroom language learning emotions	16
Trans ‐ing in education to confront polarizing forces in our increasingly interconnected world	16
Reading versus listening: Which one is more effective for incidental vocabulary learning?	16
Developing advanced L2 German writing: A functionally oriented longitudinal study	16
A nuclear families word list for French	16
Index to Volume 107, 2023	15
Introducing the special issue. Critical reflections on colonial pedagogies: Lessons learned for language teacher education	15
Forthcoming in The Modern Language Journal, 108, (Supplement 2024)	15
Un strålande futuro needs mehr dan два langues—A bright future needs more than two languages1	15
Issue Information ‐ TOC	15
Beyond Language: Reframing the Foreign Teaching Assistant Instruction Through Materiality Perspective	15
NFMLTA/MLJ Roundtable Conference Grant	15
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Negotiating family language policy: Emotional experiences and playful language input in heritage language learning	13
The canary in coal country: Educational policy, politics, and the dissolution of a language department	13
Task communicative function and oral fluency of L1 and L2 speakers	13
Exploring phonetic predictors of intelligibility, comprehensibility, and foreign accent in L2 Spanish speech	13
Making all repertoires count: Re‐envisioning TBLT through critical multilingual language awareness	12
Exploring Boundedness for Concept‐Based Instruction of Aspect: Evidence From Learning the Spanish Preterite and Imperfect	12
Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms	12
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Issue Information ‐ TOC	12
Issue Information ‐ Copyright Page	11
The role of individual learner differences in explicit language instruction	11
Issue Information ‐ TOC	10
Navigating the SLA/T conceptual landscape and investing in transdisciplinary practices	10
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Memory and motivation in language revitalization practice	9
Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging	9
Issue Information ‐ TOC	9
The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking	9
Bridging the Gap Between Researchers and Teachers: A Curricular Perspective	8
Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom	8
Multilingual education in unequal contexts: Structural barriers to making all repertoires count in the global south	8
Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue	8
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction	8
THE ISSUE: Re‐envisioning language education for a multilingual world	8
Forthcoming in The Modern Language Journal, 107, (Supplement 2023)	7
Concept‐based language instruction and the teaching of citation in English academic writing	7
The effect of multimodal input on L2 learners' reading comprehension: A preregistered eye‐tracking study	7
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Effects of written languaging on second language learning: Mediating roles of aptitude	6

Crossing the River by Feeling the Stones: Understanding and Integrating Social Justice in Chinese Language Class	6
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Twenty‐first century technologies and language education: Charting a path forward	6
Pedagogical processes and standard dialect use: Implications for creative multilingual interaction from a Yorùbá‐language classroom in southwestern Nigeria	6
From the Editor: In recognition and with appreciation	6
Exploring the lexical profile of advanced L2 writers: Longitudinal data from the Russian Overseas Flagship program	6
Crisis talk: Absolutism versus pluralism is SLA studies. A response to Lantolf, Poehner, and Rieker (2025)	6
THE ISSUE	5
Emotion labor, investment, and volunteer teachers in heritage language education	5
Towards a tempo‐spatial model of multilingual identity development: An exploration of the role of time and space in multilingual identity construction	5
Some considerations on the emotions of heritage language learners, teachers, and users	5
Measuring Writing Development and Proficiency Gains Using Indices of Lexical and Syntactic Complexity: Evidence From Longitudinal Russian Learner Corpus Data	5
Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword	5
Beyond crisis narratives: Synergy and incommensurability in SLA theory	5
Out‐of‐classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary	5
Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A response	5
NFMLTA grant programs	5
Empowering preservice English teachers with language assessment literacy concepts and practices: Application of Vygotskian concept‐based language instruction	5
Erratum	4
Multilingualism and persistence in multiple language learning	4
Fairness, Justice, and the Certification of Teaching Competence for International Teaching Assistants	4
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Long‐term language use by US‐based study‐abroad alumni: Activity types and program effects	4
Multiword sequences do not predict speaking proficiency in dialogue: A pair‐level analysis	4
Congratulations to the NFMLTA/ MLJ Award and Grant Recipients	4
Issue Information ‐ Copyright Page	4
The role of institutions in language teacher educator well‐being: Unpacking the third pillar of positive psychology	4
Literature and second language vocabulary learning: The role of text type and teaching approach	4
Issue Information ‐ TOC	3
Gender‐justice beyond inclusion: How trans knowledges and linguistic practices can and should be re‐shaping language education	3
Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors	3
Issue Information ‐ TOC	3
Resumes and job postings as cognitive tools for narrating Anglophone language learners’ multilingual–professional identities and trajectories in career advising appointments	3
Monolingual and multilingual teacher candidates: A critical language‐related events analysis	3
Forthcoming in The Modern Language Journal , 109, 2	3
Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations	3
Explanations for language choice in the social context of the L2 classroom	3
Open Materials: Introducing a New Culture of Openness and Transparency	3
Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework	3
Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power	3
Cultivating a new ecosystem in English language teaching: A focus on researchers in a textbook development project	3
Helping learners develop autonomy in acquiring multiword expressions	2
Issue Information ‐ TOC	2
Index to Volume 106, 2022	2
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Language classrooms as communicative settings for learners’ development of sociolinguistic competence during study abroad	2
Bringing the body into play: The corporeal aspect in second language acquisition	2
The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences	2
Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities	2
Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit	2
Emotions and the language‐ness of experience in heritage language lives	2
Issue Information	2
“I dunno, as long as it proves my point”: A concept‐based approach to teaching citation and intertextuality to emerging writers	2
From the Editor: In recognition and with appreciation	2
From the Editor: In Recognition and With Appreciation	2
Spoken word choreographies in additional language learning practices in upper secondary school: Entanglements between languaging‐and‐dancing	2
Issue Information ‐ Copyright Page	2
How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching	2
Issue Information	2
Issue Information ‐ TOC	2
Issue Information ‐ TOC	2
EDITORS’ NOTE	2
The importance of seeking feedback for benefiting from feedback: A case of second language writing	2
Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students	2
Crisis! Commentary on “synergies” in second language acquisition and teaching (SLA/T) and how the field may advance	2
“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices	2
Modeling mediation in the dynamic assessment of listening ability from the cognitive diagnostic perspective	2
Issue Information ‐ TOC	1
The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future	1
Issue Information	1
A translanguager's take on a synergy‐driven SLA/T	1
Issue Information	1
Call for papers in a special thematic collection of The Modern Language Journal	1
An evaluation of a multidimensional identity measurement instrument: The heritage language speaker identity tool (HLS‐IT)	1
Theorizing agency from a complex dynamic systems theory perspective: Evidence from language learner narratives in online shadow education	1
From obligation to opportunity: Language coaching as a positive institutional strategy in a public body	1
Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration	1
Stories of struggle and resilience: Examining the experiences of two Spanish teachers through history in person	1
The Hare and the Tortoise: The Race on the Course of L2 Learning	1
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Exploring avenues of implementation for gender justice in French language teaching	1
Introduction to the guest‐edited issue: Synergies in second language acquisition and teaching (SLA/T)	1
Decolonial and antiracist teacher education practice: Challenges and alternatives	1
The political challenges of language policy: Top‐down and bottom‐up	1
Assessing spoken lexical and lexicogrammatical proficiency using features of word, bigram, and dependency bigram use	1
The National Federation of Modern Language Teachers Associations (NFMLTA) announces next co‐editors of The Modern Language Journal (MLJ)	1
Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners	1
Issue Information ‐ Copyright Page	1
Effectiveness of Yoruba proverbs in acquiring Yoruba language and culture	1
Defining “positive institution”: A multilevel analysis of support systems for foreign language engagement across family, classroom, school, and society	1
Undoing cislingualism	1
Channeling Voices to Improve L2 English Intelligibility	1
Does spaced practice have the same effects on different second language vocabulary learning activities? Fill‐in‐the‐blanks versus flashcards	1
Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators	1
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Equitable language allocation and program models in dual language bilingual education: From oversimplification to decision‐making processes at all scales	1
An asymmetrical partnership: The shifting onus of Hmong heritage language teaching from families to dual‐language programs	1
Diversity within unity	1
The effect of the cognitive–emotional dialectic on L2 development: Enhancing our understanding of perezhivanie	1
Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks	1
Translanguaging silence and humor: Registering, resisting, and reconstructing identities in an English‐medium classroom in the United States	1