Abstract This qualitative case study used history‐in‐person (Holland & Lave, 2001, 2009) as a theoretical lens to investigate the identities and instructional practices of two U.S. postsecondary German teachers. The participants had similar professional backgrounds, worked in the same language program, and adopted innovative pedagogies to create and implement a social justice curricular unit over a 2‐year period. Findings showed that although the participants grappled with the same institutional struggles, their personal histories, beliefs, and experiences manifested differently in their instructional practices. Moreover, aspects of participants' language teacher identity became more salient over time and motivated them to adjust their newly adopted pedagogical practices. Findings point to the challenges of adopting innovative practices, particularly for experienced teachers, and to the importance of reflective teaching and focused professional development for empowering teachers as they integrate social justice content and pedagogies into language curricula.

Abstract There is little published research on school‐aged learners of Mandarin Chinese in anglophone contexts. This article explores English secondary school pupils' motivation for learning Chinese compared to European languages. The research questions were: (1) What is the strength and nature of pupils' self‐reported motivation for learning languages? (2) How does pupils' motivation for learning Chinese compare with their motivation for learning European languages? Focus groups were conducted with 43 pupils (aged 11–12) in their first year at five state‐funded secondary schools. In all languages, culture and a desire to connect with speakers were strong motivators; classroom experiences were also key, underlining teachers' central role. Motivation for Chinese was frequently linked to novelty, difference, challenge, and enjoyment of the character‐based writing system. The article highlights practical classroom implications, particularly the need for teachers to consider the motivational impact of pedagogical decisions relating to curriculum content, task design, and classroom organization.

Abstract This qualitative study, drawing on positioning analysis, examines four world language teachers' reported practices of integrating ChatGPT into their instruction. The participants were enrolled in the graduate‐level Applied Linguistics or Spanish Language Teaching program at a public university in the southcentral US. This study addresses two research questions: (1) How did world language teachers position themselves and others in relation to their integration of ChatGPT into teaching? (2) What factors mediated their ChatGPT‐supported instruction? The analyses of interview transcripts and weekly reports revealed that the world language teachers positioned themselves as active agents, assuming dynamic roles vis‐à‐vis ChatGPT (i.e., ChatGPT guide , explorer , manager , and critic ), vis‐à‐vis students (i.e., facilitator , moderator , demonstrator , and emotional supporter ), and vis‐à‐vis colleagues (i.e., collaborator and expert user ). Also, they reported that their practices were mediated by multiple factors, namely unique affordances of ChatGPT, teaching curricula, students' situation/needs, and AI‐mediated age. Our findings underscore the need to provide comprehensive teacher training that equips world language teachers to effectively assume different roles in response to the varying needs that arise in GenAI‐mediated language classrooms.

Abstract Research studies on extensive reading (ER) are often limited by their lack of control over how the ER treatment is conducted and assessed. Recent research has found participants often falsify reading records when ER activities are self‐reported and unmonitored (Mikami & Shiozawa, 2023). This falsification introduces bias into studies that rely on unmonitored self‐reported ER. Furthermore, few studies investigate the possible effects of other extensive input (EI) approaches, including extensive listening (EL) and audio‐assisted extensive reading (AER). This study aimed to investigate the potential effects of monitored ER, EL, and AER on the general language ability development of learners of Japanese as a foreign language. Using an experimental design, participants' standardized language test data were collected over 1 year. Results indicate that AER outperformed all other groups on the Japanese Computerized Adaptive Test, suggesting that incorporating AER into the curriculum can foster growth in global language competence more effectively than ER or EL alone. Pedagogically, AER can be implemented both in class and outside of class to provide bimodal input that enhances listening, vocabulary, grammar, and reading development.

Abstract The integration of artificial intelligence (AI) into second language (L2) writing instruction has generated an ongoing debate concerning its pedagogical value, ethical implications, and classroom implementation. While existing research highlights AI's potential to enhance writing development, teachers' subjective views remain underexplored. This study uses Q‐methodology to examine educators' perspectives on the pedagogical role of AI, particularly AI‐generated feedback, in L2 writing instruction. Forty teachers sorted 42 statements that captured pedagogical, emotional, and ethical concerns related to AI‐supported writing practices. By‐person factor analysis revealed four distinct viewpoints: (1) Instructor‐Led Guided Trust , (2) Institution‐Dependent Conditional Trust , (3) Strategic Resistance , and (4) Transformative Embrace . These perspectives reflect varying degrees of trust in AI, informed by beliefs about instructional quality and teacher roles. The findings emphasize the need for teacher agency, contextual responsiveness, and targeted professional development in AI adoption. This study contributes to a deeper understanding of how educators reconcile emerging technologies with pedagogical integrity, offering practical implications for policy, training, and future research in technology‐enhanced education.

Abstract As is well‐recognized, World Language General Education programs across US higher education face challenges that have led many institutions to question whether these programs can persist in their current state. In this study, we present the outcomes of a new model for World Languages General Education introduced at a large US public university and analyze how its implementation affected enrollment across language programs and different levels of language study. The new model allows students to select from among three distinct pathways to complete the World Language General Education requirement, each involving distinct combinations of language(s) and culture courses. After the first semester of implementation, data show shifts in enrollment trends across languages and levels in response to the new model, most notably a decline in students taking intermediate‐level language courses and instead opting for one of the two other pathways. We discuss the implications of our results and their relevance for faculty in other World Language General Education programs facing similar challenges.