ACTFL is pleased to announce the 2024 awardees of the ACTFL Research Priorities grants. Each project either initiates a new research study, supports or expands a study under way, 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 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).
“ACTFL is fortunate to receive so many outstanding research priorities applications. Empirical research provides data to support effective teaching and learning practices. The projects ACTFL has funded will produce research to support our mission. We thank all applicants for their excellent proposals and our Research and Assessment Committee and reviewers for their thorough reviews.” stated 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.
Assessing Learning Outcomes in K-16 Settings
Carlo Cignalia, Michigan State University: Investment in Studying Spanish at a U.S. University: Linguistic Identities and Discourses about Language Study
Chia-Hsin Yin, with Dan Parker, The Ohio State University: Mandarin Heritage Young Language Learners’ Voices: Cognitive Validity Evidence in Reading Assessment via Eye-tracking
Equity and Access in Language Learning
Divya Chaudhry, Vanderbilt University: Investigating the Portrayal of Caste in Hindi Language Textbooks in US Post-secondary Institutions
Bing Mu, University of Rhode Island, with Yufen Chang, University of Minnesota, and Yingling Bao, Indiana University: Understanding Students’ Development of Social Justice Awareness through a PBLL Project: A Mixed-Methods Approach
Equity and Access in Language Teaching
Lee Her, Lehigh University: A Three-State Policy Analysis of Hmong Bilingual Teachers’ Certification Process and their Effects on Hmong-English Dual Language Programs and In-Service Teachers’ Experiences
Beth Wassell, Rowan University: Teaching and Learning for Access and Equity in Inclusive High School World Language Classrooms: An Autoethnographic Study
Immersion/Dual Language and Heritage Language Programs
John Chi, University of Maryland: Sustainability and Investment in the Community: A Collaborative Evaluation of a Cantonese Community-Based Heritage Language School
Intercultural Teaching and Learning
Kristen Kennedy Terry, Arizona State University: The Emergence of Sociolinguistic Competence During Short-Term Study Abroad
K-16 Language Educator Development
Gergana Atanassova, Independent Researcher, with Laila Familiar, New York University in Abu Dhabi: Teacher Agency in the Arabic Language Classroom
Luqing Zang, Michigan State University, with Tingting Li, Washington State University: Integrating Generative AI to Enhance Critical Multilingual Awareness in Multilingual Classrooms