Part of
Digital Social Reading and Second Language Learning and Teaching
Edited by Joshua J. Thoms and Kristen Michelson
[AILA Applied Linguistics Series 21] 2024
► pp. 74101
References (62)
References
ACTFL Proficiency Guidelines (French). (2012). Retrieved on 3 August 2023 from [URL]
Adams, T., Jones, S., & Ellis, C. (2015) Autoethnography. Oxford University Press.Google Scholar
Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.Google Scholar
Bamberg, M., DeFina, A., & Schiffrin, D. (Eds.) (2007). Selves and identities in narrative and discourse. John Benjamins. DOI logoGoogle Scholar
Barbezat, D. & Bush, M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. Jossey-Bass.Google Scholar
Bauerlein, M. (2008). The dumbest generation: How the digital age stupefies young Americans and jeopardizes our futures. Penguin.Google Scholar
(2011). The digital divide: Arguments for and against Facebook, Google, texting and age of social networking. Penguin.Google Scholar
(2022). The dumbest generation grows up: From stupefied youth to dangerous adults. Penguin.Google Scholar
Bays, J. (2011). How to train a wild elephant and other adventures in mindfulness. Shambala.Google Scholar
Blyth. C. (2014). Exploring the affordances of digital social reading for L2 literacy: The case of eComma. In J. P. Guikema & L. Williams (Eds.), Digital literacies in foreign and second language education (Vol. 12, pp. 201–226). Calico.Google Scholar
Bruner, J. (2004). Life as narrative. Social Research, 71(3), 691–710.Google Scholar
Carr, N. (2020). The shallows: What the internet is doing to our brains. Norton.Google Scholar
Cenoz, J., & Gorter, D. (2020). Pedagogical translanguaging: An introduction. System, 92, 102269. DOI logoGoogle Scholar
CMind. (2021). The tree of contemplative practices [Illustration]. The Center for Contemplative Mind in Society. Retrieved on 7 August 2023 from [URL]
Coates, T. (2014). Acting French. The Atlantic. Retrieved on 7 August 2023 from [URL]Google Scholar
Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to multiliteracies pedagogy. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp. 1–36). Palgrave Macmillan. DOI logoGoogle Scholar
Damasio, A. (1994). Descartes’ error: Emotion, reason, and the human brain. Penguin.Google Scholar
Davidson, R. and Dahl, C. (2017). Varieties of contemplative practices. JAMA Psychiatry, 74(2), 121-123. DOI logoGoogle Scholar
Dewaele, J.-M. (2010). Emotions in multiple languages. Palgrave Macmillan. DOI logoGoogle Scholar
Edwards, N. (2019). Multilingual life writing by French and francophone women: Translingual selves. Routledge. DOI logoGoogle Scholar
Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. DOI logoGoogle Scholar
Goldberg, N. (2016). Writing down the bones: Freeing the writer within. Shambala.Google Scholar
Gunnlaugson, O., Sarath, E., Scott, C., & Bai, H. (Eds). (2014). Contemplative learning and inquiry across disciplines. SUNY Press. DOI logoGoogle Scholar
Hayles, N. K. (2012). How we think: Digital media and contemporary technogenesis. University of Chicago Press.Google Scholar
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign-language classroom anxiety. Modern Language Journal, 70(2), 125–132. DOI logoGoogle Scholar
“Intro to Mindfulness.” An online video produced by University of Texas at Austin Mental Health Services. Retrieved 14 March 2023 from [URL]
Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. Hyperion.Google Scholar
Kalir, R. (2022). #AnnotatedSyllabus. Retrieved 14 March 2023 from [URL]Google Scholar
Kalir, R., & García, A. (2021). Annotation. The MIT Press. DOI logoGoogle Scholar
Koçali, Z., & Asik, A. (2022). A systematic review of mindfulness studies in ESL and EFL contexts. I-manager’s Journal on Educational Psychology, 15(3), 47–61.Google Scholar
Kramsch, C. (2009). The multilingual subject. Oxford University Press.Google Scholar
Lantolf, J., & Genung, P. (2002) I’d rather switch than fight: An activity theoretic study of power, success and failure in a foreign language classroom. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspectives (pp. 175–196). Continuum.Google Scholar
Lantolf, J., & Swain, M. (2020). Perezhivanie: The cognitive-emotional dialectic within the social situation of development. In A. Al-Hoorie & P. MacIntyre (Eds.), Contemporary motivation theory: Sixty years since Gardner and Lambert (1959) (pp. 80–105). Multilingual Matters.Google Scholar
Law, J., Barny, D., & Poulin, R. (2020). Patterns of peer interaction in multimodal L2 digital social reading. Language Learning & Technology, 24(2), 70–85.Google Scholar
Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641–654. DOI logoGoogle Scholar
Lotherington, H. (2007). Diary of an edu-tourist in Costa Rica: An autoethnographical account of learning Spanish. TESL Canada Journal, 24, 109–131. DOI logoGoogle Scholar
McAdams, D. (1990). Unity and purpose in human lives: The emergence of identity as a life story. In A. I. Rabin, R. A. Zucker, R. A. Emmons, & S. Frank (Eds.), Studying persons and lives (pp. 148–200). Springer.Google Scholar
(2013). The redemptive self: Stories Americans live by. Oxford University Press.Google Scholar
McGee, K. (2022, January 19). Texas college students confront anxiety, apathy as another pandemic semester begins. The Texas Tribune. Retrieved 14 March 2023 from [URL]Google Scholar
Miller, J. (2014). Contemplation: The soul’s way of knowing. In O. Gunnlaugson, E. W. Sarath, C. Scott, & H. Bai (Eds), Contemplative learning and inquiry across disciplines (pp. 15–29). SUNY Press.Google Scholar
Mok, N. (2015). Toward an understanding of perezhivanie for sociocultural SLA research. Language and Sociocultural Theory, 2(2), 139–160. DOI logoGoogle Scholar
Morgan, W., & Katz, J. (2021). Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial. Foreign Language Annals, 54, 389–409. DOI logoGoogle Scholar
Ochs, E., & Capps, L. (2002). Living narrative: Creating lives in everyday storytelling. Harvard University Press. DOI logoGoogle Scholar
Pandya, A., & Lodha, P. (2022). Mental health consequences of COVID-19 pandemic among college students and coping approaches adapted by higher education institutions. Social Science and Medicine, Social Health, Vol. 2. DOI logoGoogle Scholar
Pavlenko, A. (2014). The bilingual mind and what it tells us about language and thought. Cambridge University Press. DOI logoGoogle Scholar
Peterson, C. (2006). A primer in positive psychology. Oxford University Press.Google Scholar
Poehner, M., & Swain, M. (2016). L2 development as cognitive-emotive process. Language and Sociocultural Theory, 3(2), 219–241. DOI logoGoogle Scholar
Reber, R. (2016). Critical feeling: How to use feelings strategically. Cambridge University Press. DOI logoGoogle Scholar
Scida, E., & Jones, J. (2017). The impact of contemplative practices on foreign language anxiety and learning. Studies in Second Language Learning and Teaching, 7(4), 573–599. DOI logoGoogle Scholar
Sébbar, L., & Huston, N. (1986). Lettres parisiennes: Autopsie de l’exil. Barrault.Google Scholar
Slobin, D. (1996). From “thought and language” to “thinking for speaking.” In J. Gumperz & S. Levinson (Eds.), Rethinking linguistic relativity (pp. 70–96). Cambridge University Press.Google Scholar
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University PressGoogle Scholar
(2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contributions of Halliday and Vygotsky (pp. 95–108). Continuum.Google Scholar
(2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46, 195–207. DOI logoGoogle Scholar
Thuy, K. (2009). Ru. Libre Expression.Google Scholar
(2012). Ru (English translation by Sheila Fischman). Bloomsbury.Google Scholar
Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.) The Vygotsky reader (pp. 338–354). Blackwell.Google Scholar
Wei, L. (2017). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. DOI logoGoogle Scholar
Zajonc, A. (2014). Contemplative pedagogy in higher education: Toward a more reflective academy. In O. Gunnlaugson, E. W. Sarath, C. Scott, & H. Bai (Eds.), Contemplative learning and inquiry across disciplines (pp. 69–80). SUNY Press.Google Scholar
Zapata, G. (2022). Learning-by-design and second language teaching: Theory, research, and practice. Routledge. DOI logoGoogle Scholar
Zeilhofer, L. (2023). Mindfulness in the foreign language classroom: Influence on academic achievement and awareness. Language Teaching Research, 27(1), 96–114. DOI logoGoogle Scholar
Zimmerman, E. (2022, October 6). Meeting the mental health challenge at school and at home. New York Times. Retrieved 14 March 2023 from [URL]Google Scholar