ACTFL is pleased to announce the 2022 awardees of the ACTFL Research Priorities grants. Each project either initiates a new research study, supports or expands a study underway, or explores an emerging research area connected to one or more Research Priority areas. The studies were selected after a thorough review by an expert review panel. The selected studies will each receive a grant of up to $3800, with $2500 payable upon acceptance and the remaining $1300 upon receipt of a final report and article submission to Foreign Language Annals (FLA).
“Research is a pillar critical to ACTFL’s strategic plan and essential to the growth of our field. The submissions were of excellent quality, and we are thrilled to support this innovative and important research,” according to Dr. Margaret (Meg) Malone, ACTFL Director of Assessment and Research.
The purpose of the ACTFL Research Priorities Project is to support empirical research on six priority areas that are currently critical to improving World Language education. Priority areas include Assessing Learning Outcomes in K-16 Settings, Equity and Access in Language Learning, Equity and Access in Language Teaching, Immersion/Dual Language and Heritage Programs, Intercultural Teaching and Learning, and K-16 Language Educator Development. The recipients, their institutions, and project titles follow. ACTFL looks forward to sharing the results of the research with our membership.
- Aria Zan Cabot, with Paola Buckley, Southern Methodist University: Comparing Proficiency of Novice French and Italian Learners Online, Abroad, and On Campus
- Kristin Davin, University of North Carolina at Charlotte, with Dina Yoshimi, University of Hawai'i-Mānoa and William Wilson, University of Hawai'i at Hilo: Investigating the Seal of Biliteracy for Native American Language Revitalization in Hawai'i
- Anne Hlas, with Christopher Hlas, University of Wisconsin Eau Claire: Creative Profiles of Language Pre-Service Teachers
- Vita V. Kogan, with Andrea Revesz, University College London: The Effect of Task Authenticity on Second Language Writing Process and Product
- Angelika Kraemer, with Emma Britton, Cornell University: Languages Across the Curriculum: Assessing Reflexivity and Critical Language Awareness
- Jungmin Kwon, Michigan State University: Empowering multilingual children through integrating social and emotional learning into language teaching
- Emre Pshigusa, The Ohio State University: A Critical Ethnography of Ohio’s Seal of Biliteracy Policy and Implementation in Urban, Suburban, and Rural District Typologies
- Veronica G. Sardegna, Duquesne University, with Eliana Berardo, Universidad Nacional de Mar del Plata and Carolina Salazar, Duquesne University: Mediating Factors in Telecollaborative Exchanges Among Secondary-School Global Partners
- LeAnne Spino, University of Rhode Island: Elevating voices of heritage speakers of Spanish: Reasons for and against enrolling in Spanish courses
- Yu (Joyce) Wu, University of Rhode Island, with Qiaona Yu, Wake Forest University: Demystify L2 Chinese Proficiency Assessed by OPI: Building Intermediate, Advanced, and Superior Oral Proficiency Profiles via CAF Measures
- Meixiu Zhang, Texas Tech University: Integrating Multimodal Literacy into Foreign Language Teacher Education