Skip to main content
eScholarship
Open Access Publications from the University of California

About

The L2 Journal is an open access, fully refereed, interdisciplinary journal which aims to promote the research and the practice of language learning and teaching. It publishes articles in English on all aspects of applied linguistics broadly conceived, i.e., second language acquisition, second language pedagogy, bilingualism and multilingualism, language and technology, curriculum development and teacher training, testing and evaluation.

Articles in Press

Articles that have been peer-reviewed and edited, but not yet assigned to an issue.

Teachers' Forum

Community Service-Learning Translations in a Legal Spanish Course

There is growing interest in including service-learning courses in higher education, and abundant literature exists on this subject. Less researched is binomial service learning, specifically related to civic learning and legal translation. Studies on the goals of combining foreign language instruction with civic participation in the Hispanic community through translation have revealed very positive outcomes. This paper presents two different community-related translation activities in a Spanish course for specific purposes (specifically, Legal Spanish), and the corresponding students’ reflections. One is related to El Salvador and to asylum and refugee claims in the US, while the other is linked to a Health Center in Trenton, NJ. The conclusion summarizes the results and evaluates their significance in the context of community-learning service and their success in bringing students closer to a reality that is far beyond their context, while critically thinking about justice-related issues.

Creating books for use in language revitalization classrooms: Considerations and outcomes

In this paper, I examine the development, implementation, and results of utilizing three types of storybooks in a language revitalization classroom for students ages 5-12 learning Teotitlán del Valle Zapotec, an indigenous language of southern Mexico. Although each method used for creating books in Zapotec generated a positive reaction from students and parents, I consider the ways in which each method facilitates student learning while also problematizing the cultural authenticity of the classroom. Based on classroom observations, a parent focus group, and student interviews, I conclude that the most effective method for storybook creation involved students creating their own book modeled on a pre-existing book written in the non-indigenous language. This student-created book generated sustained interest in the language and allowed for students to shape the materials into something that was culturally relevant for them personally.

Teachers' Forum: Instructors' Perspectives

Niet Neuken in de Keuken: Teaching Dutch on the Berkeley Campus

A former lecturer reflects on her missionary work, teaching Dutch on the Berkeley campus.