Modern Foreign Languages in Negro Colleges

Nyabongo, Virginia Simmons

doi:10.1111/j.1540-4781.1948.tb06916.x

Cited by 3 publications

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“…Fifteen years after Rivers's (1933) survey and call to action, Virginia Nyabongo (1948) conducted a similar study of twice the scope and number of participant institutions. She predicted that Rivers's call would be heeded, because World War II had a marked effect on the desire among black students (many of them GIs returning from overseas) to study foreign languages.…”

Section: Part I -The Call For African Americans To Study Languagesmentioning

confidence: 99%

Racialized Identities in Second Language Learning

Anya¹

2016

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This book provides a critical overview and original sociolinguistic analysis of the African American experience in second language learning. More broadly, this book introduces the idea of second language learning as "transformative socialization": how learners, instructors, and their communities shape new communicative selves as they collaboratively construct and negotiate race, ethnicity, gender, sexuality, and social class identities. Uju Anya's study follows African American college students learning Portuguese in Afro-Brazilian communities and their journeys in learning to do and speak blackness in Brazil. Video-recorded interactions, student journals, interviews, and writing assignments show how multiple intersecting identities are enacted and challenged in second language learning. Thematic, critical, and conversation analyses describe ways black Americans learn to speak their material, ideological, and symbolic selves in Portuguese and how linguistic action reproduces or resists power and inequity. The book addresses key questions on how learners can authentically and effectively participate in classrooms and target language communities to show that black students' racialized identities and investments in these communities greatly infl uence their success in second language learning and how successful others perceive them to be.

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Section: Part I -The Call For African Americans To Study Languagesmentioning

confidence: 99%

Racialized Identities in Second Language Learning

Anya¹

2016

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African Americans in World Language Study: The Forged Path and Future Directions

Anya

2020

Ann Rev Appl Linguist

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This article examines the history of African Americans in the academic study of world languages and presents an overview of inquiry on the topic. The paper focuses on the impact of race in second language acquisition (SLA) as exemplified through the experience of black students in language education and study abroad. It discusses objectives, policies, instructional priorities and strategies, conditions, and materials related to how black students have in the past, are currently, or should be engaged in language learning. The article examines the path forged by African Americans in world language study, signals gaps in the present body of knowledge, and suggests future directions for investigations into this important topic in the field of applied linguistics and SLA for ARAL's 40th anniversary.

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Connecting With Communities of Learners and Speakers: Integrative Ideals, Experiences, and Motivations of Successful Black Second Language Learners

Anya¹

2011

Foreign Language Annals

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Utilizing data from the language learning autobiographies of six black college students, this pilot study investigates the experiences and motivations of blacks who do and do not achieve advanced‐level second language acquisition (SLA). It hypothesizes that successful black second language (L2) learners (1) have positive formative experiences of investment in a community of learners; (2) desire to connect with members of a community of L2 speakers who mirror their past, present, and future/ideal selves; and (3) are motivated to excel in SLA by their integrative need to connect with both communities of learners and speakers. Findings support the study's hypotheses; however, they also call for further investigation of the nature/variety of black student L2 classroom experiences, the role of ethno‐racial affinity in integrativeness, and perspectives of black heritage language learners.

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Modern Foreign Languages in Negro Colleges

Cited by 3 publications

References 0 publications

Racialized Identities in Second Language Learning

Racialized Identities in Second Language Learning

African Americans in World Language Study: The Forged Path and Future Directions

Connecting With Communities of Learners and Speakers: Integrative Ideals, Experiences, and Motivations of Successful Black Second Language Learners

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