Microaggressions and intercultural competence in the Spanish classroom

Microaggressions are subtle offensive mechanisms that can be intentional or unintentional (Pierce, 1970). For the past 50 years, researchers have documented their damaging effects on peoples’ mental and physical health. In this report, we focus on microaggressions in the Spanish classroom and with Latino/Latinx/Hispanic students, including their damaging effects within the context of changing demographics in the United States, how they impact our language classrooms, and how they can be mitigated through language curricula that promote intercultural citizenship. Also, we share strategies and suggestions to counter microaggressions in the language classroom, grounded in the assumption that to support socially just learning environments, educators must create a healthy atmosphere where all students feel safe, respected, and validated, and are held to high academic and civic standards. We believe that language teachers are uniquely positioned to create learning environments that model intercultural perspectives and foster the necessary openness to analyze and understand different perspectives as students advance their intercultural competence

Lectura en L2: Estrategias y preferencias de género en la clase de lengua extranjera

[EN] L2 reading comprehension and the development of strategies that further students’ foreign language de-velopment are critical for learners and teachers. Drawing from current research on reading strategies and gender, this article discusses existing and emerging trends on the use of specific reading strategies as they pertain to gender preferences, and proposes pedagogical recommendations that address the needs of each gender while keeping the classroom balanced and free of gender biases.[ES] La comprensión lectora en una L2 y el desarrollo de estrategias que fomenten el progreso en la adquisición de la lengua extranjera de los estudiantes son fundamentales para los aprendices y los profesores. A partir de las recientes investigaciones sobre estrategias de lectura y género, este artículo analiza las tendencias existentes y emergentes sobre el uso de estrategias específicas de lectura en relación con las preferencias de género, y se proponen recomendaciones pedagógicas que abordan las necesidades de cada género manteniendo el salón de clase equilibrado y libre de sesgos de género.Peart, SM. (2017). L2 reading: Strategies and gender preferences in the foreign language classroom. Lenguaje y Textos. (45):17-28. doi:10.4995/lyt.2017.7437.SWORD172845Abbott, M. L. (2006). ESL Reading Strategies: Differences in Arabic and Mandarin Speaker Test Performance. Language Learning, 56(4), 633-670. doi:10.1111/j.1467-9922.2006.00391.xAebersold, J. A. & Field, M. L. (1997). From Reader to Reading Teacher. Cambridge: Cambridge University Press.Alderson, J. (1984). Reading in a foreign language: A reading problem or a language problem. In J. Alderson and A. Uruhart (eds.). Reading in a Foreign Language (pp. 1-24). NY: Longman.Alderson, J. C. (2000). Assessing Reading. doi:10.1017/cbo9780511732935BARNETT, M. A. (1988). Reading through Context: How Real and Perceived Strategy Use Affects L2 Comprehension. The Modern Language Journal, 72(2), 150-162. doi:10.1111/j.1540-4781.1988.tb04177.xBlock, E. (1986). The Comprehension Strategies of Second Language Readers. TESOL Quarterly, 20(3), 463. doi:10.2307/3586295CARRELL, P. L. (1989). Metacognitive Awareness and Second Language Reading. The Modern Language Journal, 73(2), 121-134. doi:10.1111/j.1540-4781.1989.tb02534.xCarrell, P. L. (1985). Facilitating ESL Reading by Teaching Text Structure. TESOL Quarterly, 19(4), 727. doi:10.2307/3586673Carver, R. P. (1993). Merging the Simple View of Reading with Rauding Theory. Journal of Reading Behavior, 25(4), 439-455. doi:10.1080/10862969309547829DAVIS, J. N., & BISTODEAU, L. (1993). How Do L1 and L2 Reading Differ? Evidence from Think Aloud Protocols. The Modern Language Journal, 77(4), 459-472. doi:10.1111/j.1540-4781.1993.tb01993.xDevine, J. (1993). The role of metacognition in second language reading and writing. In G. Joan and L. I. Carson (eds.). Reading in the Composition Classroom, Second Language Perspective (pp. 105-130). Boston: Heinle and Heinle Publishers.DROOP, M., & VERHOEVEN, L. (2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38(1), 78-103. doi:10.1598/rrq.38.1.4Flavel, J. (1981). Cognitive monitoring. In W. P. Dickson (ed.). Children's Oral Communication Skills (pp. 35-60). New York: Academic Press.Fraser, C. A. (2004). Reading fluency in a second language. The Canadian Modern Language Journal, 61, 135–160.Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and Unanswered Questions. Educational Psychologist, 24(2), 143-158. doi:10.1207/s15326985ep2402_2Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. London: Longman.Grabe, W., & Stoller, F. L. (2004). Teaching reading. The Encyclopedia of Applied Linguistics.Green, J. M., & Oxford, R. (1995). A Closer Look at Learning Strategies, L2 Proficiency, and Gender. TESOL Quarterly, 29(2), 261. doi:10.2307/3587625Kaylani, C. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan. In R. Oxford (Ed.), Language Learning Strategies Around the World: Cross-Cultural Perspectives (pp. 75–88). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition (pp. 20–34). New York: Cambridge University Press.Moktari, K. & R. Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25 (3): 2-10.Nassaji, H. (2003). Higher?Level and Lower?Level Text Processing Skills in Advanced ESL Reading Comprehension. The Modern Language Journal, 87(2), 261-276. doi:10.1111/1540-4781.00189Nation, I. S. P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13–16.Oxford, R., Nyikos, M., & Ehrman, M. (1988). Vive la Différence? Reflections on Sex Differences in Use of Language Learning Strategies. Foreign Language Annals, 21(4), 321-329. doi:10.1111/j.1944-9720.1988.tb01076.xOxford, R. L. (1993). Gender differences in styles and strategies for language learning: What do they mean? Should we pay attention? In J. E. Alatis (ed.). Strategic Interaction and Language Acquisition: Theory, Practice and Research (pp. 541-556). Washington, DC: Georgetown University Press.Oxford, R. L. (2011). Teaching & Researching: Language Learning Strategies. Routledge.Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. Dimensions of Thinking and Cognitive Instruction, 1, 15-51.Pike, L. (1979). An evaluation of alternative item formats for testing English as a foreign language. TOEFL Research Reports, No. 2. Princeton, NJ: Educational Testing Service.Poole, A. (2005). Gender and academic reading strategies: A survey of adult EFL learners in Mainland China. Hong Kong Journal of Applied Linguistics, 10 (2): 38-51.Poole, A. (2009). The reading strategies used by male and female Colombian university students. PROFILE, 11 (1): 29-40.Pressley, M. & Afflerbach, V. (1995). Verbal Protocols of Reading: The Nature of Constructively responsive reading. Hillsdale, NJ: Erlbaum.Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 545–561). Mahwah, NJ: Erlbaum.Qian, D. D. (2002). Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective. Language Learning, 52(3), 513-536. doi:10.1111/1467-9922.00193Schoonen, R., Hulstijn, J., & Bossers, B. (1998). Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8 and 10. Language Learning, 48(1), 71-106. doi:10.1111/1467-9922.00033Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. doi:10.1016/s0346-251x(01)00039-2Sheorey, R. (2006). Learning and Teaching of English in India. New Delhi: Sage Publications.Sheorey, R. & Babocky, E. (2008). Metacognitive awareness of reading strategies among Hungarian college students. In K. Mokhtari & R. Sheorey (eds.). Reading Strategies of First-and Second-Language Learners (pp. 161-173). Norwood, MA: Christopher-Gordon.Sheorey, R., Kamimura, Y., & Freiermuth, M. (2008). Reading strategies of users of English as a library language: The case of Japanese ESP students. In K. Mokhtari & R. Sheorey (Eds.), Reading Strategies of First-and Second-Language Learners (pp. 175-184). Norwood, MA: Christopher-Gordon.Taylor, A., Stevens, J. R., & Asher, J. W. (2006). 6. The effects of Explicit Reading Strategy Training on L2 reading comprehension. Language Learning & Language Teaching, 213-244. doi:10.1075/lllt.13.11tayWeinstein, C. & Mayer, R. (1986). The teaching of learning strategies. In M. Wittrock (ed.). Handbook of Research on Teaching (pp. 315-327). New York: Macmillan.Jun Zhang, L. (2001). Awareness in Reading: EFL Students’ Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment. Language Awareness, 10(4), 268-288. doi:10.1080/0965841010866703

Effects of Anacetrapib in Patients with Atherosclerotic Vascular Disease

BACKGROUND: Patients with atherosclerotic vascular disease remain at high risk for cardiovascular events despite effective statin-based treatment of low-density lipoprotein (LDL) cholesterol levels. The inhibition of cholesteryl ester transfer protein (CETP) by anacetrapib reduces LDL cholesterol levels and increases high-density lipoprotein (HDL) cholesterol levels. However, trials of other CETP inhibitors have shown neutral or adverse effects on cardiovascular outcomes. METHODS: We conducted a randomized, double-blind, placebo-controlled trial involving 30,449 adults with atherosclerotic vascular disease who were receiving intensive atorvastatin therapy and who had a mean LDL cholesterol level of 61 mg per deciliter (1.58 mmol per liter), a mean non-HDL cholesterol level of 92 mg per deciliter (2.38 mmol per liter), and a mean HDL cholesterol level of 40 mg per deciliter (1.03 mmol per liter). The patients were assigned to receive either 100 mg of anacetrapib once daily (15,225 patients) or matching placebo (15,224 patients). The primary outcome was the first major coronary event, a composite of coronary death, myocardial infarction, or coronary revascularization. RESULTS: During the median follow-up period of 4.1 years, the primary outcome occurred in significantly fewer patients in the anacetrapib group than in the placebo group (1640 of 15,225 patients [10.8%] vs. 1803 of 15,224 patients [11.8%]; rate ratio, 0.91; 95% confidence interval, 0.85 to 0.97; P=0.004). The relative difference in risk was similar across multiple prespecified subgroups. At the trial midpoint, the mean level of HDL cholesterol was higher by 43 mg per deciliter (1.12 mmol per liter) in the anacetrapib group than in the placebo group (a relative difference of 104%), and the mean level of non-HDL cholesterol was lower by 17 mg per deciliter (0.44 mmol per liter), a relative difference of -18%. There were no significant between-group differences in the risk of death, cancer, or other serious adverse events. CONCLUSIONS: Among patients with atherosclerotic vascular disease who were receiving intensive statin therapy, the use of anacetrapib resulted in a lower incidence of major coronary events than the use of placebo. (Funded by Merck and others; Current Controlled Trials number, ISRCTN48678192 ; ClinicalTrials.gov number, NCT01252953 ; and EudraCT number, 2010-023467-18 .)

Aprendizaje de idiomas y liderazgo: empoderamiento de los estudiantes

[EN] This article presents and analyzes two pedagogical experiences that incorporate leadership development in the world language classroom. In the context on the one hand, of low enrollment in language classes, and the increase of Spanish heritage speakers on the other, one way that language instructors attract learners is by incorporating skills transferrable to the real world and the job market. Leadership is one such valuable skill for all students. It fosters civility, mutual understanding, intercultural communication, and good global citizenship. The American Council on the Teaching of Foreign Languages (ACTFL) map for foreign language education names “leadership and responsibility” as critical skills for the future. Drawing from this ACTFL document, this article proposes an interdisciplinary approach to teaching language and leadership practices that will help language learners stay engaged with the community and with their peers while learning and teaching Spanish. [ES] Este artículo presenta y analiza dos experiencias pedagógicas que incorporan el desarrollo de liderazgo en la clase de lenguas. En un contexto de baja matrícula en las clases de idiomas, y del aumento de los hablantes de herencia de español, una forma en que los educadores de idiomas pueden atraer a los estudiantes es mediante la incorporación de habilidades transferibles al mundo real y al mercado laboral. El liderazgo es una habilidad útil para que todos los estudiantes fomenten la civilidad, la comprensión mutua, la comunicación intercultural y la buena ciudadanía global. En este contexto, el artículo sigue la guía de habilidades del Consejo Americano de Enseñanza de Lenguas Extranjeras (ACTFL siglas en inglés) para la educación en lenguas extranjeras, que nombran como habilidades críticas para el futuro al “liderazgo y la responsabilidad.” Basándose en este documento, este artículo comparte un enfoque interdisciplinario de la enseñanza de las lenguas y las prácticas de liderazgo que ayudarán a los estudiantes de idiomas a mantenerse comprometidos con la comunidad y con sus compañeros mientras aprenden y enseñan español.Peart, SM.; Ibarra, R.; Salazar, HY. (2020). Language Learning and Leadership: Empowering Students. Lenguaje y Textos. 0(52):9-21. https://doi.org/10.4995/lyt.2020.13972OJS921052ALONSO, C. J. (2007). Spanish the foreign national language. Profession, 11, 218-228. https://doi.org/10.1632/prof.2007.2007.1.218AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES. (2013). Language as a core component of education for all students [Adobe Digital Editions version]. Retrieved from https://www.actfl.org/news/position-statements/languages-core-component-education-all-studentsAMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES. (2011). 21st Century skills map P-21 [Adobe Digital Editions version]. Retrieved from https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdfAMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES. (2006). Lead with languages: Making language proficiency a national priority. Retrieved from https://www.youtube.com/watch?v=CB0gHwyGLGoBADARACCO, J. (2006). Questions of character: Illuminating the heart of literature through leadership. Boston, MA: Harvard Business Review Press.BROWN, A. V. & THOMPSON, G. L. (2018). The changing landscape of Spanish language curricula: Designing higher education programs for diverse students. Washington, DC: Georgetown University Press. https://doi.org/10.2307/j.ctvvngv2BUSTAMANTE, C., HURLBUT, S., & MOELLER, A.K. (2012). Web 2.0 and language learners: Moving from consumers to creators. In T. Sildus (Ed.), Touch the world: Selected papers from the 2012 central states conference on the teaching of foreign languages (pp.109-131). Eau Claire, WI: Crown Prints.BYRAM, M., & ZARATE, G. (1996). Defining and assessing intercultural competence: Some principles and proposals for the European context. Language Teaching, 29(4), 239-243. https://doi.org/10.1017/S0261444800008557BYRAM, M. (1997). Teaching and assessing intercultural communicative competence. Bristol, PA: Multilingual Matters.CLIFFORD, J., & REISINGER, D.S. (2019). Community-based language learning. A framework for educators. Washington, DC: Georgetown University Press. https://doi.org/10.2307/j.ctv7cjw41COLLIER, P. J. (2017). Why peer mentoring is an effective approach for promoting college student success. Metropolitan Universities, 28(3), 9-19. https://doi.org/10.18060/21539COUNCIL OF EUROPE (2018). Companion Volume to the Common European Framework of Reference for Languages. Strasbourg: Council of Europe [Adobe Digital Editions version]. Retrieved from https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989CRANE, C., FINGERHUTH, M., & HÜNLICH, D. (2017). What makes this so complicated? On the value of disorienting dilemmas in language instruction. In M. Dubreuil & Thorne, S. (Eds.), Engaging the world: Social pedagogies and entwining language with the world (pp. 227-252). Boston, MA: Cengage. AAUSC Issues in Language Program Direction.CRANE, C. (2018). Making connections in beginning language instruction: Structured reflection and the WorldReadiness Standards for Learning Languages. In J. Watzinger-Tharp & P. Urlaub (Eds.), The interconnected language curriculum: Critical transitions and interfaces in articulated K-16 contexts (pp. 51-74). Boston, MA: Heinle. AAUSC Issues in Language Program Direction.CRANE, C. & SOSULSKI, M. J. (2020) Staging transformative learning across collegiate language curricula: Student perceptions of structured reflection for language learning. Foreign Language Annals, 53, 69-95. https://doi.org/10.1111/flan.12437CRANTON, P., & TAYLOR, E. W. (2012). Transformative learning theory. Seeking a more unified theory. In E. W. Taylor, P. Cranton, & Associates (Eds.), The handbook of transformative learning. Theory, research, and practice (pp. 3-20). San Francisco, CA: Jossey-Davis.DERBY, L., LELOUP, J., RASMUSSEN, J., & DE SOUZA, S. (2017). Developing intercultural competence and leadership through LSP curricula. In M. K Long (Ed.), Languages for Specific Purposes: Trends in Curriculum Development (pp. 73-86). Washington, DC: Georgetown University Press.EVERHARD, C. J. (2015). Investigating peer-and self-assessment of oral skills as stepping-stones to autonomy in EFL higher education. In C. J. Everhard & L. Murphy (Eds.), Assessment and autonomy in language learning (pp. 114-142). Houndmills, UK: Palgrave Macmillan. https://doi.org/10.1057/9781137414380_6GEISLER, M., KRAMSCH, C., MCGINNIS, S., PATRIKIS, P., PRATT, M., RYDING, K., & SAUSSY, H. (2007). Foreign languages and higher education: New structures for a changed world. Profession, 234-245. https://doi.org/10.1632/prof.2007.2007.1.234JOHNSON, S. M. (2015). Adult learning in the language classroom. Buffalo, NY: Multilingual Matters. https://doi.org/10.21832/9781783094172HALL, K. (1995). Hijra/Hijrin: Language and Gender Identity (Unpublished doctoral Dissertation) Berkeley University. Retrieved from https://escholarship.org/uc/item/6m5744jxHASSAN, A. (2019). Hate-crime violence hits 16-year high, F.B.I. reports. The New York Times. Retrieved from https://www.nytimes.com/2019/11/12/us/hate-crimes-fbi-report.htmlKERN, R. (2006). Perspectives on technology in learning and teaching languages. Tesol Quarterly, 40(1), 183-210. https://doi.org/10.2307/40264516KRAMSCH, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354-367. https://doi.org/10.1017/S0261444810000431LAFFORD, B. A., ABBOTT, A., & LEAR, D. (2014). Spanish in the professions and in the community in the US. Journal of Spanish Language Teaching, 1(2), 171-186. https://doi.org/10.1080/23247797.2014.970361LONG, S.S., DERBY, L., SCHARFF, L., LELOUP, J.W. & URIBE, D. (2015). Leadership development and language learning: A foundational framework. Dimension, 33-49.LONG, S.S., LELOUP, J.W., DERBY, L., & REYES, R.J. (2014). Fusing language learning and leadership development: Initial approaches and strategies. Dimension, 11- 30.LONG, S.S., & RASMUSSEN, J. (2017). Integrating leadership and foreign language literary studies. Dimension, 76-98.LOONEY, D., & LUSIN, N. (2018, February). Enrollments in languages other than English in United States institutions of higher education, summer 2016 and fall 2016: Preliminary report. In Modern Language Association. Retrieved from https://files.eric.ed.gov/fulltext/ED590075.pdfMAJHANOVICH, S., KRESO, A.P., & FOX, C. (2009). Living together. Netherlands: Springer. https://doi.org/10.1007/978-1-4020-9816-1MCALPINE, D., & DHONAU, S. (2007). Creating a culture for the preparation of an ACTFL/NCATE program review. Foreign Language Annals, 40(2), 247-259. https://doi.org/10.1111/j.1944-9720.2007.tb03200.xMCGINNIS, S. (2018). Foreign languages and higher education: New structures for a changed world. Ten years later. ADFL Bulletin, 44(2), 102-104. https://doi.org/10.1632/adfl.44.2.102MODERN LANGUAGE ASSOCIATION. TEAGLE FOUNDATION WORKING GROUP. (2009). Report to the Teagle foundation on the undergraduate major in language and literature. Profession, 1, 285-312. https://doi.org/10.1632/prof.2009.2009.1.285MODERN LANGUAGE ASSOCIATION. (2015). Data on second majors in language and literature, 2001-13. In Modern Language Association. Modern Language Association. Retrieved from file:///C:/Users/Silvia/Downloads/second-majors-report-2015.pdf.pdfMODERN LANGUAGE ASSOCIATION. (2016). Enrollments in languages other than English in United States institutions of higher education, summer 2016 and fall 2016: Final report. In Modern Language Association. Modern Language Association. Retrieved from https://www.mla.org/content/download/110154/2406932/2016-Enrollments-Final-Report.pdfNATIONAL STANDARDS IN FOREIGN LANGUAGE EDUCATION PROJECT (1999). Standards for foreign language learning: Preparing for the 21st century. (1996). Yonkers, NY: Author.SHRUM, J.L., & GLISAN, E.W. (2009). Teacher's handbook, contextualized language instruction (4a ed.). Boston, MA: Thompson. https://doi.org/10.1111/j.1540-4781.2011.01212_6.xSZURMUK, M., & IRWIN, R.M. (2009). Los estudios culturales en programas de post-grado en América Latina: Propuestas pedagógicas y metodológicas. Tabula rasa, (10), 49-75. https://doi.org/10.25058/20112742.355URIBE, D., LELOUP, J. W., LONG, S. S. & DOYLE, M. S. (2015). Spanish at the United States Air Force Academy: Developing leaders of character as an LSP curricular model. Cuadernos de ALDEEU, 28(1), 189-226