Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-wzw2p Total loading time: 0 Render date: 2024-05-28T15:06:15.545Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  26 January 2021

Dan E. Davidson
Affiliation:
American Councils for International Education
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

3RP (Regional Refugee and Resilience Plan) (2015). In response to the Syrian crisis. Retrieved from www.3rpsyriacrisis.org/wp-content/uploads/2015/01/3RP-ReportOverview.pdf.Google Scholar
Abarbanel, J. (2019). For study abroad professionals, supporting resilience in transition. A guide for conversations with students about emotional health. Unpublished document, College of Literature, Science, and Arts at the University of Michigan, MI.Google Scholar
Abraham, A. (2018). Lack of diversity in studying abroad. Retrieved from https://diverseeducation.com/article/134254/.Google Scholar
Abrami, P., Bernard, R., Borokhovski, E., Wade, A., Surkes, M., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A Stage 1 meta-analysis. Review of Educational Research, 78(4), 11021134.Google Scholar
ACCJC (Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges). (2014). Accreditation Standards (adopted June 2014). Retrieved from https://accjc.org/wp-content/uploads/Accreditation-Standards_-Adopted-June-2014.pdf.Google Scholar
Achiume, E. T. (2013). Beyond prejudice. Structural xenophobic discrimination against refugees. Georgetown Journal of International Law, 45, 323.Google Scholar
ACTFL (American Council on the Teaching of Foreign Languages). (1986). ACTFL proficiency guidelines. Yonkers: ACTFL.Google Scholar
Adair-Hauck, B. & Donato, R. (2016). The PACE model: A story-based approach to meaning and form for standards-based language learning. French Review, 76(2), 265276.Google Scholar
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System: An International Journal of Educational Technology and Applied Linguistics, 35(2), 192220.Google Scholar
American Academy of Arts & Sciences. (2017). America's languages: Investing in language education for the 21st century. A report of the Commission on Language Learning. Retrieved from www.amacad.org/publication/americas-languages-investing-language-education-21st-century.Google Scholar
Anderson, C. & Cunningham, K. (2010). Culture, religion, and nationality: Developing ethnographic skills and reflective practices connected to study abroad. In Brewer, E. & Cunningham, K. (eds.), Integrating study abroad into the curriculum: Theory and practice across the disciplines (pp. 6384). Sterling: Stylus Publishing.Google Scholar
Anderson, K. (2014). Transformative learning and spirituality. In Kroth, M. & Cranton, P. (eds.), Stories of transformative learning (pp. 7788). Rotterdam: Sense Publishers.Google Scholar
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed.). New York: Longman.Google Scholar
Angulo, S. (2010). Trading cultures, transforming lives: Positive change during study abroad. Saarbrücken: VDM Verlag Dr. Müller.Google Scholar
Arce, J. (2000). Developing voices: Transformative education in a first-grade two-way Spanish immersion classroom: A participatory study. Bilingual Research Journal, 24(3), 249260.Google Scholar
Arnold, J. & Murphey, T. (eds.). (2013). Meaningful action: Earl Stevick’s influence on language teaching. New York: Cambridge University Press.CrossRefGoogle Scholar
Aubrey, R. (2019). Strategies for differentiation from the ACTFL National Language Teacher of the Year's classroom. Paper presented at the 2019 Conference of the American Association of Teachers of Spanish and Portuguese, San Diego, CA.Google Scholar
Bailin, S. & Siegel, H. (2003). Critical thinking. In Blake, N., Smeyers, P., Smith, R., & Standish, P. (eds.), The Blackwell guide to the philosophy of education (pp. 181193). Oxford: Blackwell.Google Scholar
Bain, S. & Spring, M. (2017). Creating collaborative communities through online cafés. In Murphy, D. & Evans-Romaine, K. (eds.), Exploring the US language flagship program: Professional competence in a second language by graduation (pp. 116136). Bristol: Multilingual Matters.Google Scholar
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191215.CrossRefGoogle Scholar
Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.Google Scholar
Bass, R. & Elmendorf, H. (2010). What are social pedagogies? Retrieved from https://blogs.commons.georgetown.edu/bassr/social-pedagogies/.Google Scholar
Bass, R. & Elmendorf, H. (2011). Designing for difficulty: Social pedagogies as a framework for course design. Teagle Foundation White Paper.Google Scholar
Bass, R. & Elmendorf, H. (2012). Designing for difficulty: Social pedagogies as a framework for course design. Teagle Foundation White Paper.Google Scholar
Bateman, B. & Lago, B. (n.d.). Methods of language teaching. Retrieved from https://hlr.byu.edu/methods/content/communicative.html.Google Scholar
Baumgartner, L. (2012). Mezirow’s theory of transformative learning from 1975 to present. In Taylor, E. & Cranton, P. (eds.), The handbook of transformative learning (pp. 99115). San Francisco: Jossey-Bass.Google Scholar
Beck, A. (1979). Cognitive therapy and the emotional disorders. New York: Plume.Google Scholar
Beitman, B. (2009). Brains seek patterns in coincidences. Psychiatric Annals, 39(5), 255264.Google Scholar
Bennett, J. & Bennett, M. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In Landis, D., Bennett, J., & Bennett, M. (eds.), Handbook of intercultural training (3rd ed., pp. 147165). Thousand Oaks: Sage.Google Scholar
Bennett, M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In Paige, R. (ed.), Education for the intercultural experience (pp. 2171). Yarmouth: Intercultural Press.Google Scholar
Bennett, M. (2004). Becoming interculturally competent. In Wurzel, J. (ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 6277). Newton: Intercultural Resource Corporation.Google Scholar
Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In Benson, P. & Reinders, H. (eds.), Beyond the language classroom (pp. 716). New York: Palgrave Macmillan.CrossRefGoogle Scholar
Benson, P. & Reinders, H. (2011). Beyond the language classroom. New York: Palgrave Macmillan.Google Scholar
Benson, P., Barkhuizen, G., & Bodycott, P. (2012). Study abroad and the development of second language identities. Applied Linguistics Review, 3(1), 173193.Google Scholar
Bernhardt, E. (1983). Testing foreign language reading comprehension: The immediate recall protocol. Die Unterrichtspraxis, 16, 2733.Google Scholar
Bhaba, H. K. (1994). The location of culture. London: Routledge.Google Scholar
Bhugra, D. & Becker, M. (2005). Migration, cultural bereavement and cultural identity. World Psychiatry, 4(1), 18.Google Scholar
Block, D. (2003). The social turn in second language acquisition. Washington, DC: Georgetown University Press.Google Scholar
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.Google Scholar
Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Blommaert, J. & Rampton, B. (2011a). Language and superdiversity. Diversities, 13(2). Retrieved from www.unesco.org/shs/diversities/vol13/issue2/art1.Google Scholar
Blommaert, J. & Rampton, B. (2011b). Language and superdiversity. In Arnaud, K., Blommaert, J., Rampton, B., & Spotti, M. (eds.), Language and superdiversity (pp. 2148). New York: Routledge.Google Scholar
Bloom, B. (ed.). (1956). Taxonomy of educational objectives, Handbook I: Cognitive domain. New York: David McKay.Google Scholar
Bonneuil, C. & Fressoz, J. B. (2015). The shock of the Anthropocene. London: Verso.Google Scholar
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81109.Google Scholar
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
Borg, S. (2012). Current approaches to language teacher cognition research: A methodological analysis. In Burns, R. B. (ed.), Researching language teacher cognition and practice: International case studies (pp. 1129). Bristol: Multilingual Matters.CrossRefGoogle Scholar
Bovarie, P. & Kroth, M. (2001). Transforming work: The five keys to achieving trust, commitment, and passion in the workplace. Cambridge: Perseus Publishing.Google Scholar
Bowers, C. (2001). How language limits our understanding of environmental education. Environmental Education Research, 7(2), 141151. DOI: 10.1080/13504620120043144.Google Scholar
Bowers, C. (2012). The way forward: Educational reforms that focus on the cultural commons and the linguistic roots of the ecological/cultural crises. Eugene: Eco-Justice Press.Google Scholar
Bown, J. (2006). Locus of learning and affective strategy use: Two factors affecting success in self-instructed language learning. Foreign Language Annals, 39(4), 640659.Google Scholar
Boyd, R. (1991). The matrix model: A conceptual framework for small group analysis. In Boyd, R. D. et al. (eds.), Personal transformation in small groups: A Jungian perspective (pp. 1440). London: Routledge.Google Scholar
Boyd, R. & Dirkx, J. (1991). Methodology for the study of the development of consciousness in the small group. In Boyd, R. D. et al. (eds.), Personal transformation in small groups: A Jungian perspective (pp. 1440). London: Routledge.Google Scholar
Boyd, R. & Myers, J. (1988). Transformative education. International Journal of Lifelong Education, 7(4), 261284.Google Scholar
Boyer, N., Maher, P., & Kirkman, S. (2006). Transformative learning in online settings. The use of self-direction, metacognition, and collaborative learning. Journal of Transformative Education, 4(4), 335361.Google Scholar
Brock, S. (2009). Measuring the importance of precursor steps to transformative learning. Adult Education Quarterly, 60(2), 122142. doi: 10.1177/0741713609333084.CrossRefGoogle Scholar
Brookfield, S. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.Google Scholar
Brookfield, S. (1990). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.Google Scholar
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.Google Scholar
Brookfield, S. (2000). Transformative learning as ideology critique. In Mezirow, J. et al. (eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 125150). San Francisco: Jossey-Bass.Google Scholar
Brookfield, S. (2005). The power of critical theory. San Francisco: Jossey-Bass.Google Scholar
Brookfield, S. (2012). Critical theory and transformative learning. In Taylor, E. & Cranton, P. (eds.), The handbook of transformative learning: Theory, research, and practice (pp. 131146). San Francisco: Jossey-Bass.Google Scholar
Brooks, A. (1989). Critically reflective learning within a corporate context. Unpublished doctoral dissertation, Teacher's College, Columbia University.Google Scholar
Brown, T., Balykhina, T., Talalakina, E., Bown, J., & Kurilenko, V. (2014). Mastering Russian through global debate. Washington, DC: Georgetown University Press.Google Scholar
Bruner, J. (1990). Acts of meaning. Cambridge: Harvard University Press.Google Scholar
Bruzos, A. (2017). Encuentros con el español: A case study of critical service learning in the Latino community. In Dubreil, S. & Thorne, S. (eds.), Engaging the world: Social pedagogies and language learning (pp. 3763). AAUSC 2017 Volume. Boston: Cengage.Google Scholar
Buber, M. (1923/1958). I and thou. Translated by Smith, Ronald Gregor (1958). New York: Scribner Classics.Google Scholar
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Google Scholar
Byram, M. & Wagner, M. (2018). Making a difference: Language teaching for intercultural dialogue. Foreign Language Annals, 51(1), 140151.Google Scholar
Byrnes, H. (2011). Perspectives. Modern Language Journal, 95(2), 291.Google Scholar
Calleja, C. (2014). Jack Mezirow’s conceptualisation of adult transformative learning: A review. Journal of Adult and Continuing Education, 20(1), 117136. doi: 10.7227/JACE.20.18.Google Scholar
Campbell, C. & Sarac, B. (2017). The role of technology in language learning in the twenty-first century: Perspectives from academe, government, and the private sector. Hispania, 100(5, Centenary Issue), 7784.Google Scholar
Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5(4), 767785.Google Scholar
Candy, P. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.Google Scholar
Capstick, T. & Delaney, M. (2016). Language for resilience: The role of language in enhancing the resilience of Syrian refugees and host communities. Report. British Council. Retrieved from www.britishcouncil.org/sites/default/files/language-for-resilience-report-en.pdf.Google Scholar
Carreira, M. & Chik, C. (2017). Project-based learning for heritage language instruction. Paper presented at the Tenth Annual Language Teacher Education Conference at UCLA, Los Angeles, CA.Google Scholar
Carter, M. (2015). Exploring the relationship between study abroad and emotional intelligence. Unpublished doctoral dissertation, University of Alabama, Birmingham, AL.Google Scholar
Catalano, T. & Hamann, E. (2016). Multilingual pedagogies and preservice teachers: Implementing “language as a resource” orientation in teacher education programs. Bilingual Research Journal, 39(3–4), 263278.Google Scholar
Cazzell, M., Theriot, S., Blakey, J., & Sattler, M. (2014). Transformation of, in, and by learning in a service-learning faculty fellows program. Journal of Service-Learning in Higher Education, 3. Retrieved from www.citationmachine.net/apa/cite-a-journal/manual.Google Scholar
Charitos, S. & Van Deusen-Scholl, N. (2017). Engaging the city: Language, space, and identity in urban environments. In Dubreil, S. & Thorne, S. (eds.), Engaging the world: Social pedagogies and language learning (pp. 3550). Eugene: AAUSC Press.Google Scholar
Chávez, A. F., Guido-DiBrito, F., & Mallory, S. (2003). Learning to value the “other”: A framework of individual diversity development. Journal of College Student Development, 44(4), 453469.Google Scholar
Cheon, S. (2018). Achieving a superior level of proficiency: Cbi, Korean film, and the five Cs. Dialog on Language Instruction, 28(1), 2944.Google Scholar
Cleret, E. (2018). Transformation at the learner, teacher, and instruction levels: One teacher's story at the French War College. Dialog on Language Instruction, 28(1), 5264.Google Scholar
Clevinger, J. (1993). Exploring transformative learning: The identification and description of multiple cases among kidney transplant recipients. Unpublished doctoral dissertation, The University of Tennessee, Knoxville, TN.Google Scholar
Clifford, Ray T. (1988). What you test is what you get: Open versus closed instructional systems. Die Unterrichtspraxis, 21(1), 3740.Google Scholar
Cochrane, N. (1981). The meanings that some adults derive from their personal withdrawal experiences: A dialogical inquiry. Unpublished doctoral dissertation, University of Toronto, Toronto, Canada.Google Scholar
Coffman, P. (1989). Inclusive language as a means of resisting hegemony in theological education: A phenomenology of transformation and empowerment of persons in adult higher education. Unpublished doctoral dissertation, Northern Illinois University, DeKalb, IL.Google Scholar
Cohen, B. (2014). Diagnostic assessment at the superior–distinguished threshold. Virginia Beach: Villa Magna LLC Center.Google Scholar
Cohen, B. (2015). Presentations about enhanced final learning objectives activities. Presidio of Monterey: The Defense Language Institute Foreign Language Center.Google Scholar
Conchas, G. (2001). Structuring failure and success: Understanding the variability in Latino school engagement. Harvard Educational Review, 71(3), 475505.CrossRefGoogle Scholar
Conlon Perugini, D. (2017). Core practices: Using authentic texts and resources. Retrieved from www.kentuckyteacher.org/subjects/global-competency-world-languages/2017/06/core-practices-using-authentic-texts-and-resources/.Google Scholar
Conteh, J. & Meier, G. (eds.). (2014). The multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters.Google Scholar
Corin, A. (1997). A course to convert Czech proficiency to proficiency in Croatian and Serbian. In Stryker, S. & Leaver, B. L. (eds.), Content-based instruction in foreign language education: Models and methods (pp. 78104). Washington, DC: Georgetown University Press.Google Scholar
Corin, A. & Leaver, B. L. (2019). Fields of the mind: History, theory, and application of cognitive field concepts to language learning. Hollister: MSI Press.Google Scholar
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
Crane, C. (2018). Making connections in beginning language instruction: Structured reflection and the World-Readiness Standards for Learning Languages. In Urlaub, P. & Watzinger-Tharp, J. (eds.), The interconnected language curriculum: Critical transitions and interfaces in articulated K-16 contexts (pp. 5174). Boston: Heinle.Google Scholar
Crane, C., Fingerhuth, M., & Huenlich, D. (2018). “What makes this so complicated?” On the value of disorienting dilemmas in language instruction. In Dubreil, S. & Thorne, S. (eds.), Engaging the world: Social pedagogies and language learning (pp. 227252). Boston: Heinle.Google Scholar
Cranton, P. (1994). Understanding and promoting transformative learning. San Francisco: Jossey-Bass.Google Scholar
Cranton, P. (1998). Transformative learning: Individual growth and development through critical reflection. In Scott, S. M., Spencer, B., & Thomas, A. M. (eds.), Learning for life: Canadian readings in adult education (pp. 188199). Toronto: Thompson Educational Publishing.Google Scholar
Cranton, P. (2001). Becoming an authentic teacher in higher education. Malabar: Krieger Publishing Company.Google Scholar
Cranton, P. & Hoggan, C. (2012). Evaluating transformative learning. In Taylor, E. & Cranton, P. (eds.), The handbook of transformative learning. Theory, research, and practice (pp. 520535). San Francisco: Jossey-Bass.Google Scholar
Cranton, P. & Taylor, E. (2012). Transformative learning theory: Seeking a more unified theory. In Taylor, E. and Cranton, P. (eds.), The handbook of transformative learning: Theory, research, and practice (pp. 320). San Francisco: Jossey-Bass.Google Scholar
Creese, A. & Blackledge, A. (2010). Towards a linguistics of superdiversity. Zeitschrift für Erziehungswissenschaft, 13(4), 549572.Google Scholar
Creswell, J. (2007/2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage.Google Scholar
Cronin, M. (2016). Eco-translation: Translation and ecology in the age of the Anthropocene. London: Routledge.Google Scholar
Culham, T., Oxford, R., & Lin, J. (2018). Cultivating the ability of the heart: Educating through the pedagogy of love. In Miller, J. et al. (eds.), International handbook of holistic education. New York: Routledge.Google Scholar
Cunningham, K. (2010). Putting the anthropological toolkit to use in international and intercultural learning. Practicing Anthropology, 32(3), 2326.Google Scholar
Cunningham, K. & Grossman, R. (2009). Transformative learning: An epistemological study of Kalamazoo College student learning outcomes. Paper presented at the 3rd National Conference on Innovations in the Scholarship of Teaching and Learning at Liberal Arts Colleges, Wabash College, Crawfordsville, IN.Google Scholar
Dababneh, R. (2018). The scenario-based syllabus for the post-basic Arabic program. Dialog on Language Instruction, 28(1), 1326.Google Scholar
Dabbs, L. & Leaver, B. L. (2019). The invisible foreign language classroom: Bringing hidden dynamics to light for individual and group harmony and success. Hollister: MSI Press.Google Scholar
Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.Google Scholar
Dam, L. & Little, D. (1999). Autonomy in foreign language learning: From classroom practice to generalizable theory. In JALT98 Proceedings. Focus on the classroom: Interpretations (pp. 127136). Tokyo: The Japan Association for Language Teaching.Google Scholar
D'Andrea, A. (1986). Teachers and reflection: A description and analysis of the reflective process which teachers use in their experiential learning. Unpublished doctoral dissertation, The University of Toronto, Canada.Google Scholar
Davidson, D. (2010). Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43(1), 626.Google Scholar
Davidson, D. & Frank, V. (2012). The overseas component of the Language Flagship: Addressing learner needs within an acquisition-rich environment. Journal of Chinese Teaching and Research in the U.S.: Special Issue for The Language Flagship, 4, 815.Google Scholar
Davidson, D. & Garas, N. (2018). 360 survey, conducted for the Flagship Culture Initiative. Unpublished report.Google Scholar
Davidson, D. & Lekic, M. (2010). The overseas immersion setting as contextual variable in adult SLA: Learner behaviors associated with language gain to level-3 proficiency in Russian. Russian Language Journal, 60, 5578.Google Scholar
Davidson, D. & Lekic, M. (2012). Comparing heritage and non-heritage learning outcomes and target-language utilization in the overseas immersion context: A preliminary study of the Russian Flagship. Russian Language Journal, 62, 4778.Google Scholar
Davidson, D. & Shaw, J. (2019). A cross-linguistic and cross-skill perspective on L2 development in study abroad. In Winke, P. & Gass, S. (eds.), Foreign language proficiency in higher education (pp. 217242). Educational Linguistics 37, Springer Nature Switzerland AG. doi: 10.1007/978-3-030-01006-5_12.Google Scholar
Deardorff, D. (2011). Intercultural competence in foreign language classrooms: A framework and implications for educators. In Witte, A. & Harden, T. (eds.), Intercultural competence: Concepts, challenges, evaluations. ISFLL 10. Bern: Peter Lang International Academic Publishers.Google Scholar
Dekutoski, C. G. (2011). Mainstream teacher attitudes toward English language learners. Dissertation, Wayne State University, MI.Google Scholar
Dempster, H. & Hargrave, K. (2017). Understanding public attitudes towards refugees and migrants. Working Paper 512. London: Overseas Development Institute.Google Scholar
Department of Defense. (2005). Defense language transformation road map. Retrieved from https://apps.dtic.mil/dtic/tr/fulltext/u2/b313370.pdf.Google Scholar
De Santis, P. & Willis, O. (2016). From Karamzin to Putin: Transformative learning in practice. International Journal of Arts and Sciences, 9(3), 6574.Google Scholar
Descartes, R. (1668/2013). Discours de la méthode pour bien conduire sa raison, et chercher la vérité dans les sciences. New York: Hachette Livre.Google Scholar
Dewey, J. (1938/1997). Experience and education. New York: Free Press Reprint Edition (reprinted from 1938 Kappa Delta lecture).Google Scholar
Diducka, A., Sinclair, A. J., Hostetler, G., & Fitzpatrick, P. (2012). Transformative learning theory, public involvement, and natural resource and environmental management. Journal of Environmental Planning and Management, 55(10), 13111330.CrossRefGoogle Scholar
DiRienzo, A. (2015). Email message to Christine Campbell, in which she cites C. Bonk & E. Koo (2014). Adding some TEC-VARIETY: 100 activities for motivating and retaining learners online (p. 283). Bloomington: Open World, 2014.Google Scholar
Dirkx, J. (1997). Nurturing soul in adult learning. In Cranton, P. (ed.), Transformative learning in action: Insights from practice (pp. 7988). San Francisco: Jossey-Bass.Google Scholar
Dirkx, J. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. In Merriam, S. (ed.), The new update on adult learning theory (pp. 6372). San Francisco: Jossey-Bass.Google Scholar
Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109, 1526.Google Scholar
Dirkx, J. (2008a). Adult learning and the emotional self. San Francisco: Jossey-Bass.Google Scholar
Dirkx, J. (2008b). The meaning and role of emotions in adult learning. New Directions for Adult & Continuing Education, 120, 196.Google Scholar
Dirkx, J. (2009). Adult learning and the emotional self: New directions in adult and continuing education. No. 120. New York: Wiley & Sons, Ltd./Jossey-Bass.Google Scholar
Dirkx, J. (2012). Nurturing soul work: A Jungian approach to transformative learning. In Taylor, E. & Cranton, P. (eds.), The handbook of transformative learning (pp. 116130). San Francisco: Jossey-Bass.Google Scholar
Dirkx, J., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123139. DOI: 10.1177/1541344606287503.Google Scholar
Di Stefano, G., Gino, F., Pisano, G., & Staats, B. (2014). Learning by thinking: Overcoming the bias for action through reflection. Harvard Business School Working Paper Series 58(14-093). Retrieved from http://k12accountability.org/resources/For-Principals/Learning_Through_Reflection.pdf.Google Scholar
DLIFLC (Defense Language Institute Foreign Language Center). (2017). Institutional self-evaluation report for educational quality and institutional effectiveness in support of reaffirmation of accreditation. Retrieved from www.dliflc.edu/wp-content/uploads/2018/01/DLIFLC-Self-Study-December-2017_small.pdf.Google Scholar
DLNSEO (Defense Language and National Security Education Office). (2018). National Security Education Program annual report. Retrieved from https://nsep.gov/sites/default/files/NSEP%202018%20Annual%20Report%20%28web%29.pdf.Google Scholar
Donato, R. (1994). Collective scaffolding in second language learning. In Lantolf, J. & Appel, G. (eds.), Vygotskian approaches to second language research (pp. 3356). Norwood: Ablex Publishing Corporation.Google Scholar
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Routledge.Google Scholar
Dörnyei, Z., Henry, A., & Muir, C. (2015). Motivational currents in language learning: Frameworks for focused interventions. London: Routledge.Google Scholar
Doughty, C. & Williams, J. (eds.). (1998). Focus on form in second language acquisition. New York: Cambridge University Press.Google Scholar
Downes, S. (2005). An introduction to connective knowledge. Blog post. Retrieved from www.downes.ca/cgi-bin/page.cgi?post=33034.Google Scholar
Dubreil, S. & Thorne, S. (2017). Introduction: Social pedagogies and entwining language with the world. In Dubreil, S. & Thorne, S. (eds.), Engaging the world: Social pedagogies and language learning (pp. 111). AAUSC 2017 Volume. Boston: Cengage.Google Scholar
Duerden, M., Lundberg, N., Ward, P., Taniguchi, S., Hill, B., Widmer, M., & Zabriskie, R. (2018). From ordinary to extraordinary: A framework of experience types. Journal of Leisure Research, 49(3–5), 196216. DOI: 10.1080/00222216.2018.1528779.Google Scholar
Dunlop, R. (1999). Beyond dualism: Toward a dialogic negotiation of difference. Canadian Journal of Education 24(1), 5769. Retrieved from www.jstor.org/stable/1585771?seq=1#page_scan_tab_contents.Google Scholar
Duri, J. (1992). Content-based instruction: Keeping DLI on the cutting edge. The Globe, 5, 45.Google Scholar
Ehrman, M. E. (1996). Understanding second language learning difficulties. Thousand Oaks: Sage.Google Scholar
Ehrman, M. E. (2002). The learner at the superior–distinguished threshold. In Leaver, B. L. & Shekhtman, B. S. (eds.), Developing professional-level foreign language proficiency (pp. 245259). Cambridge: Cambridge University Press.Google Scholar
Ehrman, M. E. & Dörnyei, Z. (1998). Interpersonal dynamics in second language acquisition: The visible and invisible classroom. Thousand Oaks: Sage.Google Scholar
Ehrman, M. E. & Leaver, B. L. (2002). The E&L cognitive construct. Unpublished manuscript on file at the Library of Congress.Google Scholar
Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313330.Google Scholar
Eisenbruch, M. (1991). From post-traumatic stress disorder to cultural bereavement: Diagnosis of Southeast Asian refugees. Social Science & Medicine, 33(6), 673680.Google Scholar
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
Esch, E. (1996). Promoting learner autonomy: Criteria for the selection of appropriate methods. In Pemberton, R., Edward, S., Or, W., & Pierson, H. (eds.), Taking control: Autonomy in language learning (pp. 3548). Hong Kong: Hong Kong University Press.Google Scholar
Evans-Romaine, K., Goldberg, S., Kresin, S., & Galloway, V. (2020). Language and cultural learning through song: Three complementary contexts. In Dengub, E., Dubinina, I., & Merrill, J. (eds.), Art of teaching Russian (pp. 231253). Washington, DC: Georgetown University Press.Google Scholar
Farrell, T. (2009). Critical reflection in a TESL course: Mapping conceptual change. ELT Journal, 63, 221229.Google Scholar
Farrell, T. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York: Routledge.Google Scholar
Featherston, B. & Kelly, R. (2007). Conflict resolution and transformative pedagogy: A grounded theory research project on learning in higher education. Journal of Transformative Education, 5(3), 262285.Google Scholar
Filatova, E. (2009). Understanding the people around you. Hollister: MSI Press.Google Scholar
Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285300.Google Scholar
Firth, A. & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on reconceptualized SLA. The Modern Language Journal, 91(Focus Issue), 800819.Google Scholar
Fleming, T. (2008). A secure base for adult learning: Attachment theory and adult education – The adult learner. The Irish Journal of Adult Education, 25, 3353.Google Scholar
Fleming, T. (2019). Connected knowing in Belenky and Honnuth: Implications for transformative learning theory. In Fleming, T., Kokkos, A., & Finnegan, F. (eds.), European perspectives on transformation theory (pp. 2942). Cham: Palgrave Macmillan.Google Scholar
Fleming, T., Kokkos, A., & Finnegan, F. (eds.). (2019). European perspectives on transformation theory. London: Palgrave Macmillan.CrossRefGoogle Scholar
Fløttum, K. (ed.). (2017). The role of language in the climate change debate. New York: Routledge.Google Scholar
Foster, E. (1997). Transformative learning in adult second language learning. New Directions for Adult and Continuing Education, 74, 3340.CrossRefGoogle Scholar
Freels, S., Kisselev, O., & Alsufieva, A. (2017). Adding breadth to the undergraduate curriculum: Flagship approaches to interdisciplinary language learning. In Murphy, D. & Evans-Romaine, K. (eds.), Exploring the US Language Flagship program: Professional competence in a second language by graduation (pp. 5169). Bristol: Multilingual Matters.Google Scholar
Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 2745.Google Scholar
Freeman, D. & Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly, 32(3), 397417.Google Scholar
Freeman, Y., Freeman, D., & Mercuri, S. (2018). Dual language essentials for teachers and administrators (2nd ed.). Portsmouth: Heinemann.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.Google Scholar
Freire, P. (1975). Conscientization. Geneva: World Council of Churches.Google Scholar
Freire, P. (1993a). Pedagogy of the city. New York: Continuum.Google Scholar
Freire, P. (1993b). Pedagogy of the oppressed (2nd ed.). New York: Continuum.Google Scholar
Freire, P. (1998a). Pedagogy of freedom: Ethics, democracy and civic courage. Lanham: Rowman & Littlefield.Google Scholar
Freire, P. (1998b). Teachers as cultural workers: Letters to those who dare teach. Boulder: Westview Press.Google Scholar
Freire, P. (1998c). The pedagogy of the oppressed. Translated by Ramos, M.. New York: Continuum.Google Scholar
Freire, P. (2018). Pedagogy of the oppressed (4th ed., 50th anniversary ed.). New York: Bloomsbury.Google Scholar
Freire, P. & Freire, A. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. New York: Continuum.Google Scholar
Freire, P. & Freire, A. (1997). Pedagogy of the heart. New York: Continuum.Google Scholar
Frye, R. & Garza, T. (1992). Authentic contact with native speech and culture at home and abroad. In Rivers, W. (ed.), Teaching languages in college: Curriculum and content. Lincolnwood: National Textbook Co.Google Scholar
Fullerton, J. (2010). Transformative learning in college students: A mixed methods study. University of Nebraska-Lincoln. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1064&context=cehsdiss.Google Scholar
Furco, A. (1996). Service-learning: A blended approach to experiential education. In Expanding boundaries: Serving and learning (pp. 26). Washington, DC: Corporation for National Service.Google Scholar
Furstenberg, G. & Levet, S. (2014). Cultura: From then to now. Its origins, key features, methodology, and how it has evolved. Reflections on the past and musings on the future. In Chun, D. (ed.), Cultura-inspired intercultural exchanges: Focus on Asian and Pacific languages (pp. 131). Honolulu: National Foreign Language Resource Center.Google Scholar
Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture: The Cultura project. Language Learning and Technology, 5(1), 55102.Google Scholar
Galloway, V. (1998). Constructing cultural realities: “Facts” and frameworks of association. In Harper, J., Lively, M., & Williams, M. (eds.), The coming of age of the profession (pp. 129140). Boston: Heinle & Heinle.Google Scholar
Gao, Y. H. (2014). Faithful imitator, legitimate speaker, playful creator and dialogical communicator: Shift in English learners’ identity prototypes. Language and Intercultural Communication, 14(1), 5975.Google Scholar
García, D. & Wei, L. (2014). Translanguaging and education. In Translanguaging: Language, bilingualism and education (pp. 6377). London: Palgrave Macmillan.Google Scholar
García, O. (2017). Problematizing linguistic integration of adult migrants: The role of translanguaging and language teachers. In Beacco, J.-C., Krumm, H.-J., Little, D., & Thalgott, P. (eds.), The linguistic integration of adult migrants/L'intégration linguistique des migrants adultes. Some lessons from research/Les enseignements de la recherche (pp. 1126). Berlin: de Gruyter.Google Scholar
Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley: Newbury House Publishers.Google Scholar
Garza, T. J. (2017). Raise the flag(ship)! Creating hybrid language programs on the Flagship model. In Murphy, D. & Evans-Romaine, K. (eds.), Exploring the US Language Flagship program: Professional competence in a second language by graduation (pp. 224243). Bristol: Multilingual Matters.Google Scholar
Garza, T. J. (2018). Making Russian great again: Language, dissent, and critical pedagogy. SEEJ blog. Retrieved from http://u.osu.edu/seej/2018/09/26/making-russian-great-again-language-dissent-and-critical-pedagogy/.Google Scholar
Ghahari, S. & Farokhnia, F. (2017). Triangulation of learning assessment modes: Learning benefits and socio-cognitive prospects. Pedagogies: An International Journal, 12(3), 275294. doi: 10.1080/1554480X.2017.1342540.Google Scholar
Gibbs, J. C. (2010). Moral development and reality: Beyond the theories of Kohlberg and Hoffman (2nd ed.). Boston: Allyn & Bacon.Google Scholar
Girod, M. & Wong, D. (2002). An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth graders. Elementary School Journal, 102, 199224.CrossRefGoogle Scholar
Glanville, P. J. (2017). The road through superior: Building learner independence. In Murphy, D. & Evans-Romaine, K. (eds.), Exploring the US Language Flagship program: Professional competence in a second language by graduation (pp. 7089). Bristol: Multilingual Matters.Google Scholar
Glisan, E. & Donato, R. (2017). Enacting the work of language instruction: High-leverage teaching practices. Alexandria: ACTFL.Google Scholar
Glynn, C., Wesely, P., & Wassell, B. (2018). Words and actions: Teaching languages through the lens of social justice (2nd ed.). Alexandria: ACTFL.Google Scholar
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.Google Scholar
Goodman, A. (2002). Transformative learning and cultures of peace. In O' Sullivan, E., Morrell, A., & O' Connor, M. A. (eds.), Expanding the boundaries of transformative learning (pp. 185198). New York: Palgrave.Google Scholar
Goulah, J. (2006). Transformative second and foreign language learning for the 21st century. Critical Inquiry in Language Studies: An International Journal, 3(4), 201221.Google Scholar
Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 6278.Google Scholar
Goulah, J. (2011). Ecospirituality in public foreign language education: A critical discourse analysis of a transformative world language learning approach. Critical Inquiry in Language Studies: An International Journal, 8(1), 2752.Google Scholar
Goulah, J. (2012). Environmental displacement, English learners, identity and value creation: Considering Daisaku Ikeda in the East–West ecology of education. In Lin, J. & Oxford, R. (eds.), Transformative eco-education for human and planetary survival (pp. 4158). Charlotte: Information Age Publishing.Google Scholar
Goulah, J. (2017). Climate change and TESOL: Language, literacies, and the creation of eco-ethical consciousness. TESOL Quarterly, 51(1), 90114. doi: 10.1002/tesq.277.CrossRefGoogle Scholar
Goulah, J. & Katunich, J. (eds.). (2020). TESOL and sustainability: English language teaching in the Anthropocene era. London: Bloomsbury.CrossRefGoogle Scholar
Greene, J. (2009). Dual-process morality and the personal/impersonal distinction: A reply to McGuire, Langdon, Coltheart, and MacKenzie. Journal of Experimental Social Psychology, 45, 581584.Google Scholar
Grévisse, M. (1936). Le bon usage. Paris: De Boeck-Duculot.Google Scholar
Griffith, B. (2019). Transforming the transformative learning experience through 360, virtual reality, and augmented reality. Paper presented at the Transformative Learning Conference, Oklahoma City, OK.Google Scholar
Guce, I. (2017). Investigating college students’ views on mathematics learning through reflective journal writing. International Journal of Evaluation and Research in Education, 6(1), 3844.Google Scholar
Guo, N. S. & Feng, D. (2015). Infusing multiliteracies into English language curriculum: The visual construction of knowledge in English textbooks from an ontogenetic perspective. Linguistics and Education, 31, 115129.Google Scholar
Habermas, J. (1962). Strukturwandel der Öffentlichkeit. Untersuchungen zu einer Kategorie der bürgerlichen Gesellschaft. Translated by Burger, T. and Lawrence, F. as Structural Transformation of the Public Sphere: An Inquiry into a Category of Bourgeois Society. Berlin, Germany.Google Scholar
Habermas, J. (1971). Knowledge and human interests. Translated by Shapiro, J.. Boston: Beacon Press.Google Scholar
Habermas, J. (1989). The structural transformation of the public sphere: An inquiry into a category of bourgeois society (translation of the 1962 ed.). Cambridge: MIT Press.Google Scholar
Haidt, J. (2008). Morality. Perspectives on Psychological Science, 3, 6572.Google Scholar
Hall, E. (1976). Beyond culture. New York: Random House.Google Scholar
Halliday, M. (1978). Language as social semiotic. London: Edward Arnold.Google Scholar
Hammer, M. (1998). A measure of intercultural sensitivity: The Intercultural Development Inventory. In Fowler, S. & Fowler, M. (eds.), The intercultural source book: Volume 2. Yarmouth: Intercultural Press.Google Scholar
Hammer, M. (2009). The Intercultural Development Inventory: An approach for assessing and building intercultural competence. In Moodian, M. (ed.), Contemporary leadership and intercultural competence: Exploring the cross-cultural dynamics within organizations (pp. 203218). Thousand Oaks: Sage.Google Scholar
Hammer, M. (2012). The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence. In Vande Berg, M., Paige, R., & Lou, K. (eds.), Student learning abroad (pp. 115136). Sterling: Stylus Publishing.Google Scholar
Hammerly, H. (1982). Synthesis in second language teaching: An introduction to linguistics. Wayne: Second Language Publications.Google Scholar
Harper, L. (1994). Seeing things from different corners: A story of learning and culture. Unpublished thesis for Master of Arts, University of British Columbia, Vancouver, Canada.Google Scholar
Hartmann, E. (1991). Boundaries in the mind: A new psychology of personality. New York: Basic Books.Google Scholar
Hartmann, H. (1944/1964). Ego psychology and the problem of adaptation. Madison: International Universities Press.Google Scholar
Hathaway, M. (2011). Transformative learning and the ecological crisis: Insights from the tao of liberation. Paper presented at Adult Education Research Conference, Toronto. Retrieved from http://newprairiepress.org/aerc/2011/papers/43.Google Scholar
Hathaway, M. & Boff, L. (2009). The Tao of liberation: Exploring the ecology of transformation. Maryknoll: Orbis Books.Google Scholar
Hatton, N. & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 3349.Google Scholar
Heddy, B. C. & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97, 723744.Google Scholar
Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of directed motivational currents: Exploring and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329345.Google Scholar
Higgs, T. V. (ed.). (1984). Teaching for proficiency, the organizing principle. The ACTFL Foreign Language Education Series. Lincolnwood: National Textbook Company.Google Scholar
Hilburn, J. (2014). Challenges facing immigrant students beyond the linguistic domain in a new gateway state. The Urban Review, 46(4), 654680.Google Scholar
Hinkel, E. (1999). Culture in second language teaching and learning. Cambridge: Cambridge University Press.Google Scholar
Hoggan, C., Mälkki, K., & Finnegan, F. (2017). Developing the theory of perspective transformation: Continuity, intersubjectivity, and emancipatory praxis. Adult Education Quarterly, 67(1), 4864.Google Scholar
Holden, C. & Sykes, J. (2011). Leveraging mobile games for place-based language learning. International Journal of Game-Based Learning, 1(2), 118.Google Scholar
Holec, H. (1979). Autonomy and foreign language learning. Strasbourg: Council of Europe.Google Scholar
Holec, H. (1981 [1979]). Autonomy and foreign language learning. Oxford: Pergamon Press.Google Scholar
Holt, M. (1994). Retesting a learning theory to explain intercultural competency. In Obloj, K. (ed.), High speed competition in new Europe. Published in the proceedings of the 20th Annual Conference of the European International Business Association (pp. 5378). Warsaw: University of Warsaw International Management Center.Google Scholar
Huba, M. & Freed, J. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Boston: Allyn & Bacon.Google Scholar
Hunt, V. (2009). Transformative leadership: A comparative case study in three established dual language programs. Dissertation, Teachers’ College, Columbia University.Google Scholar
Hwang, W. & Ting, J. (2008). Disaggregating the effects of acculturation and acculturative stress on the mental health of Asian Americans. Cultural Diversity and Ethnic Minority Psychology, 14, 147154.Google Scholar
Ikeda, D. (1991–2011). Ikeda Daisaku zenshu [The complete works of Ikeda Daisaku]. 150 Vols. Tokyo: Seikyo Shimbunsha.Google Scholar
Ikeda, D. (2003). A global ethic of coexistence: Toward a “life-sized” paradigm for our age. Tokyo: Soka Gakkai. Retrieved from www.daisakuikeda.org/assets/files/peace2003.pdf.Google Scholar
Ikeda, D. (2007). Lectures on attaining Buddhahood in this lifetime. Kuala Lumpur: Soka Gakkai Malaysia.Google Scholar
Ikeda, D. (2010a). A new humanism: The university addresses of Daisaku Ikeda. New York: I. B. Tauris.Google Scholar
Ikeda, D. (2010b). Soka education: For the happiness of the individual. Santa Monica: Middleway Press.Google Scholar
Ikeda, D. (2019). Toward a new era of peace and disarmament: A people-centered approach. Tokyo: Soka Gakkai. https://www.daisakuikeda.org/assets/files/peaceproposal2019.pdf.Google Scholar
ILR (Interagency Language Roundtable). (2012). Interagency Language Roundtable skill level descriptions for competence in intercultural communication. www.govtilr.org/Skills/Competence.htm.Google Scholar
Imel, S. (1998). Transformative learning in adulthood. ERIC Document Reproduction Service No. ED423426.Google Scholar
Ingold, C. & Hart, E. (2010). Taking the “L” out of LCTLS: The STARTALK experience. Russian Language Journal, 60: Divergent Thinking Perspectives on the Language Enterprise in the 21st Century, 183198.Google Scholar
Inspection: United States Department of State and the Broadcasting Board of Governors, Office of the Inspector General. (2013). Inspection of the Foreign Service Institute. www.stateoig.gov/system/files/209366.pdf.Google Scholar
Institute of International Education. (2018). Open doors: Report on international educational exchange. Retrieved from www.iie.org/Research-and-Insights/Open-Doors.Google Scholar
Ismail, N. & Yusof, M. (2012). Using language learning contracts as a strategy to promote learner autonomy among ESL learners. Procedia – Social and Behavioral Sciences, 66, 472480.Google Scholar
Jacobs, G. & Farrell, T. (2003). Understanding and implementing the CLT (communicative language teaching) paradigm. RELC Journal, 34(1), 530.Google Scholar
Jacoby, B. (1996). Service-learning in higher education: Concepts and practices. San Francisco: Jossey-Bass.Google Scholar
Janik, D. (2005). Unlock the genius within: Neurobiological trauma, teaching, and transformative learning. Lanham: Rowman & Littlefield.Google Scholar
Janne, H. (1977). Organisation, content and methods of adult education. Strasbourg: Council of Europe.Google Scholar
Johnson, K. (1996). The vision versus the reality: The tensions of the TESOL practicum. In Freeman, D. & Richards, J. (eds.), Teacher learning in language teaching (pp. 3049). Cambridge: Cambridge University Press.Google Scholar
Johnson, S. M. (2015). Adult learning in the language classroom. Bristol: Multilingual Matters.Google Scholar
Johnson, S. M. & Mullins Nelson, B. (2010). Above and beyond the syllabus: Transformation in an adult, foreign language classroom. Language Awareness, 19(1), 3550.Google Scholar
Johnson, W. (2010) A simulation-based approach to training operational cultural competence. Retrieved from https://ntrs.nasa.gov/search.jsp?R=20100012877.Google Scholar
Johnson-Laird, P. (2010). Mental models and human reasoning. Proceedings of the National Academy of Sciences, 107(43), 1824318250.Google Scholar
Johnstone, B. (2012). Language and place. In Wolfram, W. & Mesthrie, R. (eds.), Cambridge handbook of sociolinguistics (pp. 203217). Cambridge: Cambridge University Press.Google Scholar
Jones, P. (2010). Responding to the ecological crisis: Transformative pathways for social work education. Journal of Social Work Education, 46(1), 6784.Google Scholar
Jorden, E. & Walton, R. (1987). Truly foreign languages: Instructional challenges. The Annals of the American Academy of Political and Social Science, 490, 110124.Google Scholar
Jung, C. (1921). Psychologischen typen. Zurich: Rascher Verlag.Google Scholar
Jung, C. (1964). Man and his symbols. New York: Anchor Books.Google Scholar
Jung, C. (1969). Archetypes and the collective unconscious. Princeton: Princeton University Press.Google Scholar
Kamin, C., O'Sullivan, P., & Deterding, R. (2002). Does project L.I.V.E. case modality impact critical thinking in PBL groups? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA (ERIC Document Reproduction Service No. ED464921).Google Scholar
Kamisky, A. (1997). Individual–community tensions in collaborative inquiry: Voice, action, and empowerment in context. Unpublished doctoral dissertation, Cornell University, NY.Google Scholar
Kant, I. (1781). Kritik der reinen Vernunft [Critique of pure reason]. Riga, Latvia: Johann Friedrich Hartknoch.Google Scholar
Kasworm, C. & Bowles, T. (2012). Fostering transformative learning in higher education settings. In Taylor, E. and Cranton, P. (eds.). The handbook of transformative learning. Theory, research, and practice (pp. 388407). San Francisco: Jossey-Bass.Google Scholar
Katunich, J., Goulah, J., Badenhorst, P., & Smoicic, E. (2017). Considering the role of applied linguistics in the sustainability crisis. Symposium session at the Annual Conference of the American Association of Applied Linguistics, Portland, OR.Google Scholar
Kearney, E. (2008a). Culture learning in a changed world: Student perspectives. Journal of Language and Literacy Education, 4(1), 6282.Google Scholar
Kearney, E. (2008b). Developing worldview(s): An ethnography of culture learning in a foreign language classroom. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia. Available from ProQuest Dissertations and Theses database (UMI No. 3328597).Google Scholar
Kearney, E. (2012). Perspective-taking and meaning-making through engagement with cultural narratives: Bringing history to life in a foreign language classroom. L2 Journal, 4(1), 5882.Google Scholar
Kearney, E. (2016). Intercultural learning in modern language education: Expanding meaning-making potentials. Clevedon: Multilingual Matters.Google Scholar
Kearney, E. (2019). Developing interculturality in modern language education: A professional vision perspective on current practices and future directions. Paper presented at the annual meeting of the Modern Language Association, Chicago, IL.Google Scholar
Kearney, E. & Ahn, S. (2014). Preschool world language learners’ engagement with language: What are the possibilities? Language Awareness, 23(4), 319333.Google Scholar
Kearney, E. & Barbour, A. (2015). Embracing, contesting and negotiating new languages: Young children's early socialization into foreign language learning. Linguistics and Education, 31, 159173.Google Scholar
Keefe, M. (2012). The American pipedream. Cartoon, Herald Times, April 13. www.intoon.com.Google Scholar
Keeling, R. (ed.). (2004). Learning reconsidered: A campus-wide focus on the student experience. Washington, DC: NASPA: Student Affairs Administrators in Higher Education and American College Personnel Association.Google Scholar
Keeling, R. (ed.). (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student experience. Washington, DC: American College Personnel Association; Association of College and University Housing Officers–International; Association of College Unions International; National Association for Campus Activities; NACADA: The Global Community for Academic Advising; National Association of Student Personnel Administrators; NIRSA: Leaders in Collegiate Recreation.Google Scholar
Keirsey, D. & Bates, M. (1987). Please understand me. Del Mar: Prometheus Books.Google Scholar
Kelly, U. (2009). Migration and education in a multicultural world: Culture, loss, and identity. New York: Palgrave.Google Scholar
Kember, D., Wong, A., & Leung, D. (1999). Reconsidering the dimensions of approaches to learning. British Journal of Educational Psychology, 69(3), 323343.Google Scholar
Kern, R. & Develotte, C. (eds.). (2018). Screens and scenes: Multimodal communication in online intercultural encounters. London: Routledge.Google Scholar
Khanna, T. (2014). Contextual Intelligence. Harvard Business Review, 92(9), 5868.Google Scholar
Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning, 12(1), 522.Google Scholar
King, J. (2017). Operationalizing a process for co-curricular learning: A case study. Leadership Exchange, 15(1), 1617. Retrieved from www.naspa.org/publications/leadership-e.Google Scholar
King, K. (2000). The adult ESL experience: Facilitating perspective transformation in the classroom. Adult Basic Education, 10(2), 6989.Google Scholar
King, K. (2004). Both sides now: Examining transformative learning and professional development of educators. Innovative Higher Education, 29(2), 155174.Google Scholar
Kitchenham, A. (2006). Teachers and technology: A transformative journey. Journal of Transformative Education, 4, 202225.CrossRefGoogle Scholar
Kitchenham, A. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104123.Google Scholar
Kitchenham, A. (2015). Transformative learning in the academy: Good aspects and missing elements. Journal of Transformative Learning, 3(1), 1317.Google Scholar
Knowles, M. (1986). Using learning contracts. San Francisco: Jossey-Bass.Google Scholar
Korzybski, A. (1995). Science and sanity. An introduction to non-Aristotelian systems and general semantics. Hillview: Institute of General Semantics.Google Scholar
Kovan, J. & Dirkx, J. (2003). “Being called awake”: The role of transformative learning in the lives of environmental activists. Adult Education Quarterly, 53(2), 99118.Google Scholar
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.Google Scholar
Kramsch, C. (2002). Language and culture: A social semiotic perspective. ADFL Bulletin, 33(2), 815.Google Scholar
Kramsch, C. (2006). From communicative competence to symbolic competence. Modern Language Journal, 90(2), 249252.Google Scholar
Kramsch, C. (2009). The multilingual subject: What language learners say about their experiences and why it matters. Oxford: Oxford University Press.Google Scholar
Kramsch, C. (2014). Teaching foreign languages in an era of globalization: An introduction. The Modern Language Journal, 98(1), 296311.Google Scholar
Kramsch, C. & Thorne, S. (2002). Foreign language learning as global communicative practice. In Block, D. & Cameron, D. (eds.), Language learning and teaching in the age of globalization (pp. 83100). London: Routledge.Google Scholar
Kramsch, C. & Zhang, L. (2018). The multilingual instructor. Oxford: Oxford University Press.Google Scholar
Krasner, I. (2018). Open architecture approach to teaching Russian as a foreign language. Newsletter of the American Council of Teachers of Russian, 45(2), 15.Google Scholar
Kristjánsson, C. (2015). Earl W. Stevick: Keeping the faith in theory and practice. International Journal of Christianity and English Language Teaching, 2, 6266. ISSN 2334-1866 (online).Google Scholar
Kroth, M. & Cranton, P. (2014). Transformative learning and social change. In Kroth, M. & Cranton, P. (eds.), Stories of transformative learning (pp. 6776). Rotterdam: Sense.Google Scholar
Kubler, C. (2001). Some thoughts on the relationship between spoken Chinese and written Chinese and implications for teaching basic-level Chinese to non-native learners. Linguistics Study, (Supplement for 2001), Hubei University, 1214.Google Scholar
Kubler, C. (2006). NFLC guide for basic Chinese language programs (2nd ed.). Edited by Task Force Chair C. Kubler with Biq, Y., Henrichson, G., Walton, A., Wong, M., Wu, W., & Yu, C.. Columbus: Ohio State University, National East Asian Languages Resource Center.Google Scholar
Kubler, C. (2017). A new perspective on the Chinese writing system and implications for teaching Chinese. In Jia, Y., Li, C., & Wu, W. (eds.), Linguistics and Chinese as a second language: Curriculum development and testing (pp. 118131). Hong Kong: Commercial Press.Google Scholar
Küchler, U. (2017). Signs, images, and narratives: Climate change across languages and cultures. In Siperstein, S., Hall, S., & LeMenager, S. (eds.), Teaching climate change in the humanities (pp. 153160). London: Routledge.Google Scholar
Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.Google Scholar
Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In Diaz-Vera, J. (ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning: Innovation and leadership in English language teaching, 6 (pp. 113). Bingley: Emerald Publishing.Google Scholar
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press. www.jstor.org/stable/j.ctt1np6r2.Google Scholar
Labaree, D. F. (2004). The trouble with ed schools. New Haven: Yale University Press.Google Scholar
Lane, J. (2015). Expanding access to study abroad for disadvantaged students. APCA College Student Education International. Retrieved from www.myacpa.org/article/expanding-access-study-abroad-disadvantaged-students-0.Google Scholar
Lange, E. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies. Adult Education Quarterly, 54, 121139.Google Scholar
Lawrence, R. & Cranton, P. (2009). What you see depends on how you look: A photographic journey of transformative learning. Journal of Transformative Education, 7, 312331.Google Scholar
Leaver, B. L. (1989). Dismantling classroom walls for increased foreign language proficiency. Foreign Language Annals, 22(1), 6774.Google Scholar
Leaver, B. L. (2018). Front page dialogue: Transforming Russian classrooms through transformative education. Newsletter of the American Council of Teachers of Russian, 30(1), 26.Google Scholar
Leaver, B. L. & Bilstein, P. (2000). Content, language, and task in content-based instruction. In Kecht, R. & von Hammerstein, K. (eds.), Languages across the curriculum: Interdisciplinary structures, intersections of knowledge, and internationalized education. Columbus: Ohio State University Press.Google Scholar
Leaver, B. L. & Campbell, C. (2015). Experience with higher levels of proficiency. In Brown, T. & Bown, J. (eds.), To advanced proficiency and beyond: Theory and methods for developing superior second-language ability (pp. 322). Washington, DC: Georgetown University Press.Google Scholar
Leaver, B. L. & Campbell, C. (2020). The shifting paradigm in Russian language programs from communicative language teaching to transformative language learning and teaching. In Dengub, E., Dubinina, I., & Merrill, J. (eds.), Art of teaching Russian. Washington, DC: Georgetown University Press.Google Scholar
Leaver, B. L. & Cleret, E. (2018). Developing intercultural competence and idiocultural transformation in foreign language programs. In Welsch, M., Marsick, V., & Holt, D. (eds.), Building transformative community: Exacting possibility in today's times. Proceedings of the xiii biennial transformative learning conference (pp. 405411). New York: Teachers College, Columbia University.Google Scholar
Leaver, B. L. & Granoien, N. (2000). Философия образования: Почему мы преподаем определенными путями. [Philosophy of education: Why we teach the way we do]. Философия Образования [Philosophy of Education], 1(1), 39.Google Scholar
Leaver, B. L., Campbell, C. M., Nyikos, M., & Oxford, R. L. (2019). Transforming the transformers: Breaking through philosophical, cognitive, and emotional barriers. Paper presented at the Society, Identity, and Transformation in Language Teacher Education Conference, University of Minnesota.Google Scholar
Le Doux, J. (1998). The emotional brain: The mysterious underpinnings of emotional life. New York: Simon & Schuster.Google Scholar
Lee, C., Curtis, J., & Curran, M. (2018). Shaping the vision for service-learning in language education. Foreign Language Annals, 51, 169184. doi: 10.1111/flan.12329.Google Scholar
Lee, L. (1997). Using portfolios to develop L2 cultural knowledge and awareness of students in intermediate Spanish. Hispania, 80, 355367.Google Scholar
Lee, N., Mikesell, L., Joaquin, A., Mates, A., & Schumann, J. (2009). The interactional instinct: The evolution and acquisition of language. New York: Oxford University Press.Google Scholar
Leeman, J., Rabin, L., & Román-Mendoza, E. (2011). Critical pedagogy beyond the classroom walls: Community service-learning and Spanish heritage language education. Heritage Language Journal, 8(3), 293314.Google Scholar
Lefebvre, H. (1991). The production of space. Oxford: Blackwell.Google Scholar
Lewis, M. (2005). Bridging emotion theory and neurobiology through dynamic systems modeling. Behavior and Brain Science, 28(2), 169245.Google Scholar
Liddicott, A. & Scarino, A. (2013). Intercultural language teaching and learning. Chichester: Wiley-Blackwell.Google Scholar
Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Bristol: Multilingual Matters.Google Scholar
Little, D. & Kirwan, D. (2018a). Translanguaging as a key to educational success. In Van Avermaet, P., Slembrouk, S., Van Gorp, K., Sierens, S., & Maryns, K. (eds.), The multilingual edge of education (pp. 313339). London: Palgrave Macmillan.Google Scholar
Little, D. & Kirwan, D. (2018b). From plurilingual repertoires to language awareness: Developing primary pupils’ proficiency in the language of schooling. In Frijns, C., Van Gorp, K., Hélot, C., & Sierens, S. (eds.), Language awareness in multilingual classrooms in Europe (pp. 169205). Berlin: Mouton de Gruyter.Google Scholar
Little, D. & Kirwan, D. (2019). Engaging with linguistic diversity: A study of educational inclusion in an Irish primary school. London: Bloomsbury Academic.Google Scholar
Lortie, D. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.Google Scholar
Lyu, H. (2018). Learning through discussion in a high-level language course. Dialog on Language Instruction, 28(1), 6572.Google Scholar
MacIntyre, P. (2002). Motivation, anxiety, and emotion in second language acquisition. In Robinson, P. (ed.), Individual differences and instructed language learning (pp. 4568). Amsterdam: John Benjamins.Google Scholar
MacPherson, S. (2003). TESOL for biolinguistic sustainability: The ecology of English as a lingua mundi. TESL Canada Journal, 20(2), 122.Google Scholar
MacPherson, S. (2010). Education and sustainability: Learning across the diaspora, indigenous, and minority divide. London: Routledge.Google Scholar
Maffi, L. (ed.). (2001). On biocultural diversity: Linking language, knowledge, and the environment. Washington, DC: Smithsonian Institute Press.Google Scholar
Mahatmya, D., Brown, R., & Johnson, A. (2014). Student-as-client. Phi Delta Kappan, 95(6), 3034.Google Scholar
Maki, P. (2010). Assessing for learning: Building a sustainable commitment across the institution. Sterling: Stylus Publishing.Google Scholar
Makiguchi, T. (1981–1988). Makiguchi Tsunesaburo zenshu [The complete works of Tsunesaburo Makiguchi]. 10 Vols. Tokyo: Daisan Bunmeisha.Google Scholar
Markos, L. & McWhinney, W. (2004). Editors’ perspectives: Building on and toward a shared vision. Journal of Transformative Education, 2(2), 7578.Google Scholar
Martin, K. (2016). TEDx talks. Teachers create what they experience. May 10. YouTube.Google Scholar
Martínez, J. (2017). Realization of a language-as-resource orientation in language immersion mathematics classrooms. North American Chapter of the International Group for the Psychology of Mathematics Education.Google Scholar
Martusewicz, R., Edmundson, J., & Lupinacci, J. (2011). Ecojustice education: Toward diverse, democratic, and sustainable communities. New York: Routledge.Google Scholar
Maslow, A. (1970). Motivation and personality (rev. ed.). New York: Harper & Row.Google Scholar
Maslow, A. (1971). The farther reaches of human nature. New York: Penguin Compass.Google Scholar
Matthiesson, C. (2009). Meaning in the making: Meaning potential emerging from acts of meaning. Language Learning, 59(1), 206229.Google Scholar
May, S. (2014). Introducing the multilingual turn. In May, S. (ed.), The multilingual turn: Implications for SLA, TESOL, and bilingual education (pp. 16). New York: Routledge.Google Scholar
McBrien, J. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329364.Google Scholar
McClinton, J. (2005). Transformative learning: The English as a second language teacher's experience. The CATESOL Journal, 17(1), 156163.Google Scholar
McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling: Stylus Publishing.Google Scholar
McInerney, P., Smyth, J., & Down, B. (2011). “Coming to a place near you?” The politics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 316.Google Scholar
McTighe, J. & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria: Association for Supervision and Curriculum Development.Google Scholar
Menke, M. R. & Paesani, K. (2019). Analysing foreign language instructional materials through the lens of the multiliteracies framework. Language, Culture, and Curriculum, 32(1), 3439.Google Scholar
Merriam, S. & Bierema, L. (2014). Adult learning: Linking theory with practice. San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (1978a). Education for perspective transformation: Women's re-entry programs in community colleges. New York: Center for Adult Education, Teachers College, Columbia University.Google Scholar
Mezirow, J. (1978b). Perspective transformation. Adult Education Quarterly, 28(2), 100110.Google Scholar
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 32(1), 324.Google Scholar
Mezirow, J. (1990a). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (1990b). How critical reflection triggers transformative learning. In Mezirow, J. (ed.). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 120). San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222240.Google Scholar
Mezirow, J. (1995). Transformation theory of adult learning. In Welton, M. (ed.), In defense of the lifeworld: Critical perspectives on adult learning (pp. 3970). New York: SUNY Press.Google Scholar
Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158172.Google Scholar
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 512.Google Scholar
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185198.Google Scholar
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In Mezirow, J. & Associates (eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 333). San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. (2003a). Transformative learning as discourse. Journal of Transformative Education, 1(1), 5863.Google Scholar
Mezirow, J. (2003b). The ten phases of transformational learning. https://sites.google.com/site/transformativelearning/elements-of-the-theory-1.Google Scholar
Mezirow, J. (2006). An overview of transformative learning. In Sutherland, P. & Crowther, J. (eds.), Lifelong learning: Concepts and contexts (pp. 2438). New York: Routledge.Google Scholar
Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformation theory. In Taylor, E. and Cranton, P. (eds.), The handbook of transformative learning. Theory, research, and practice (pp. 7395). San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. & Taylor, E. (eds.). (2009). Transformative learning in practice: Insights from community, workplace and higher education. San Francisco: Jossey-Bass.Google Scholar
Mezirow, J. and Associates (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.Google Scholar
Miller, J. P. & Seller, W. (1985). Curriculum: Perspectives and practice. Boston: Addison-Wesley.Google Scholar
Miller, T. (2017). Storming the wall: Climate change, migration, and homeland security. San Francisco: City Light Books.Google Scholar
Mitchell, R. & Myles, F. (2004). Second language learning theories (2nd ed.). London: Edward Arnold.Google Scholar
Moeller, A. & Nugent, K. (2014). Building intercultural competence in the language classroom. In Dhonau, S. (ed.), Unlock the gateway to communication. Central States language report (pp. 118). Eau Claire: Crown Prints.Google Scholar
Monazamfar, G. (2017). Culture and language understanding through movies. Unpublished master's capstone project, School of Computing and Design, California State University at Monterey Bay, Seaside, CA.Google Scholar
Moon, J. (2006). Learning journals. A handbook for reflective practice and professional development (2nd ed.). New York: Routledge.Google Scholar
Muhammed, F. (2018). Pashto cultural orientation. Unpublished master's capstone project, School of Computing and Design, California State University at Monterey Bay, Seaside, California.Google Scholar
Murphy, D. & Evans-Romaine, K. (eds.). (2017). Exploring the US Language Flagship program: Professional competence in a second language by graduation. Bristol: Multilingual Matters.Google Scholar
Murphy, D., Evans-Romaine, K., & Zheltoukhova, S. (2012). Student and tutor perspectives of tutoring in a Russian Flagship program. Russian Language Journal, 62, 107127.Google Scholar
Murphy, D., Evans-Romaine, K., Anishchenkova, V., & Jing-Schmidt, Zh. (2017). Laying the groundwork: Programmatic models in US Language Flagship programs. In Murphy, D. & Evans-Romaine, K. (eds.), Exploring the US Language Flagship program: Professional competence in a second language by graduation (pp. 2950). Bristol: Multilingual Matters.Google Scholar
Murphy, M. & Fleming, T. (2012). Habermas, critical theory and education. London: Routledge.Google Scholar
Murphy-Judy, K. & Quinlan, J. (2018) Tech, media, & engaging learners in new learning outcomes. In Distance learning SIG webinar 2028, Wednesday December 12, 2018. Retrieved from https://community.actfl.org/viewdocument/reupcomingwebinar?CommunityKey=ff3b683b-1041-422a-862e-4c9f045134de&tabion=librarydocuments.Google Scholar
Myers, I. B. & Myers, P. B. (1995). Gifts differing: Understanding personality type. Palo Alto: Consulting Psychologists Press.Google Scholar
NAFSA (Association of International Educators). (2018). Trends in U.S. study abroad. Retrieved from www.nafsa.org/Policy_and_Advocacy/Policy_Resources/Policy_Trends_and_Data/Trends_in_US_Study_Abroad/.Google Scholar
Nation, I. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.Google Scholar
Nemtchinova, E. (2014). Developing information literacy skills in the beginning language classroom: A case for webquests. Russian Language Journal, 64, 83109.Google Scholar
Nettle, D. & Romaine, S. (2000). Vanishing voices: The extinction of the world's languages. New York: Oxford University Press.Google Scholar
Nugent, M. & Slater, R. (2017). The Language Flagship: Creating expectations and opportunities for professional-level language learning in undergraduate education. In Murphy, D. & Evans-Romaine, K. (eds.), Exploring the US Language Flagship program: Professional competence in a second language by graduation (pp. 928). Bristol: Multilingual Matters.Google Scholar
Nunan, D. (1988). The learner-centered curriculum: A study in second language teaching. Cambridge: Cambridge University Press.Google Scholar
Nunan, D. (1997a). Designing and adapting materials to encourage learner autonomy. In Benson, P. & Voller, P. (eds.), Autonomy and independence in language learning (pp. 192203). London: Longman.Google Scholar
Nunan, D. (1997b). Does learner strategy training make a difference? Lenguas Modernas, 24, 123142.Google Scholar
Nunan, D. (2006a). Go for it! Energizing your classes: A learner-centered approach. Retrieved from www.david.nunan.com.Google Scholar
Nunan, D. (2006b). Task-based language teaching. Cambridge: Cambridge University Press.Google Scholar
Ohta, A. (2017). Sociocultural theory and second/foreign language education. In Van Deusen-Scholl, N. & May, S. (eds.), The encyclopedia of language and education, Volume 4: Foreign and second language education (pp. 5768). Dordrecht: Springer.Google Scholar
Ortega, L. (2010). The bilingual turn in SLA. Plenary speech delivered at the American Association for Applied Linguistics Conference, Atlanta, GA.Google Scholar
Ortega, L. (2011). SLA after the social turn: Where cognitivism and its alternatives stand. In Atkinson, D. (ed.), Alternative approaches to second language acquisition (pp. 167180). New York: Routledge.Google Scholar
Osborn, T. (2006). Teaching world languages for social justice: A sourcebook of principles and practices. Mahwah: Lawrence Erlbaum Associates.Google Scholar
Osterling, J. & Webb, W. (2009). On becoming a bilingual teacher: A transformative process for preservice and novice teachers. Journal of Transformative Education, 7(4), 267293.Google Scholar
O'Sullivan, E. (1999). Transformative learning: Educational vision for the 21st century. New York: Zed Books.Google Scholar
O'Sullivan, E. (2002). The project and vision of transformative education: Integral transformative learning. In Morrell, A., O'Connor, M., & O'Sullivan, E. (eds.), Expanding the boundaries of transformative learning (pp. 112). New York: Palgrave Macmillan.Google Scholar
O'Sullivan, E. (2008). Finding our way in the great work. Journal of Transformative Education, 6(1), 2732.Google Scholar
O'Sullivan, E. & Taylor, M. (eds.). (2004). Learning toward an ecological consciousness: Selected transformative practices. New York: Palgrave.Google Scholar
O'Sullivan, E., Morrell, A., & O'Connor, M. (eds). (2002). Expanding the boundaries of transformative learning: Essays on theory and praxis. New York: Palgrave.Google Scholar
Oxford, R. L. (n.d.) An informal study of applications of Mezirow’s and Dirkx’s transformational learning processes to language teacher education. Birmingham: University of Alabama at Birmingham.Google Scholar
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publisher.Google Scholar
Oxford, R. L. (1996). When emotion meets (meta)cognition in language learning histories. In Moeller, A. (ed.), The teaching of culture and language in the second language classroom: Focus on the learner. International Journal of Educational Research, 23(7, special issue), 581594.Google Scholar
Oxford, R. L. (2015). Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning. In Ryan, S. & Mercer, S. (eds.), Psychology and language learning. Studies in Second Language Learning and Teaching, 5(3, special issue), 371393. doi: 10.14746/ssllt.2015.5.3.2.Google Scholar
Oxford, R. L. (2016a). Creation spirituality as a spiritual research paradigm drawing on many faiths. In Lin, J., Oxford, R. L., & Culham, T. (eds.), Toward a spiritual research paradigm: Exploring new ways of knowing, researching and being (pp. 199232). Charlotte: Information Age Publishing.Google Scholar
Oxford, R. L. (2016b). Toward a psychology of well-being for language learners: The “EMPATHICS” vision. In MacIntyre, P., Gregersen, T., & Mercer, S. (eds.), Positive psychology in second language acquisition (pp. 1087). Bristol: Multilingual Matters.Google Scholar
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). London: Routledge.Google Scholar
Oxford, R. L. (2018). EMPATHICS: A complex dynamic systems (CDS) vision of language learner well-being. In Liontas, J. (ed.), The TESOL encyclopedia of English language teaching. San Francisco: Wiley & Sons. doi: 10.1002/9781118784235.eelt0953.Google Scholar
Oxford, R. L. (in press). Teaching and researching listening skills: Theory and research-based practices. In Polat, N., Gregersen, T., & MacIntyre, P. (eds.), Research-driven pedagogy: Implications of L2 theory and research for the teaching of language skills. New York: Routledge.Google Scholar
Paesani, K. W., Allen, H. W., Dupuy, B., Liskin-Gasparro, J. E., & Laconte, M. (2016). A multiliteracies framework for collegiate foreign language teaching. New York: Pearson.Google Scholar
Palmer, D. (2019). Critical consciousness at the core: Addressing inequities in dual-language bilingual education. Paper presented at the Expanding the Education Research Agenda for Multilingual Language Learners: An AERA-TESOL Collaborative Symposium (Symposium session: “Leveraging education research in a ‘post-truth’ era – Multimodal narratives to democratize evidence”), annual meeting of the American Educational Research Association, Toronto, Canada.Google Scholar
Paluck, E. & Green, D. (2008). Prejudice reduction: What works? A review and assessment of research and practice. Annual Review of Psychology, 60, 339359.Google Scholar
Pellegrino-Aveni, V. (2005). Study abroad and second language use: Constructing the self. Cambridge: Cambridge University Press.Google Scholar
Pellettieri, J. (2011). Measuring language-related outcomes of community-based learning in intermediate Spanish courses. Hispania, 94(2), 285302.Google Scholar
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah: Lawrence Erlbaum Associates.Google Scholar
Pennycook, A. (2004). Language policy and the ecological turn. Language Policy, 3(3), 213239. doi: 10.1007/s10993-004-3533-x.Google Scholar
Pennycook, A. (2017). Posthumanist applied linguistics. London: Routledge.Google Scholar
Pérez, B. (2017). Literacy, diversity, and programmatic responses. In McCarty, T., Watahomigie, L., Dien, T., Perez, B., & Torres-Guzman, M. (eds.), Sociocultural contexts of language and literacy (pp. 524). London: Routledge.Google Scholar
Perry, W. (1981). Cognitive and ethical growth: The making of meaning. In Chickering, A. et al. (eds.), The modern American college (pp. 76116). San Francisco: Jossey-Bass.Google Scholar
Pettigrew, T. F. & Tropp, L. R. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38(6), 922934.Google Scholar
Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development. Palo Alto: Annual Reviews.Google Scholar
Pierce, G. (2013). Transformative learning theory and spirituality. Journal of Instructional Research, 2, 3042.Google Scholar
Platero, R. & Drager, E. (2015). Two trans* teachers in Madrid: Interrogating trans*formative pedagogies. TSQ, 2(3), 447463.Google Scholar
Polinsky, M. & Kagan, O. (2007). Heritage languages: In the “wild” and in the classroom. Language and Linguistics Compass, 1(5), 368395.Google Scholar
Popham, W. (2008). Transformative assessment. Alexandria: Association for Supervision and Curriculum Development.Google Scholar
Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey, C. (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94, 128.Google Scholar
Randolph, L. & Johnson, S. (2017). Social justice in the language classroom: A call to action. Dimension, 931.Google Scholar
Reagan, T. & Osborn, T. (eds.). (2012). The foreign language educator in society: Toward a critical pedagogy. Mahwah: Lawrence Erlbaum Associates.Google Scholar
Rhodes, T. (2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics. Washington, DC: Association of American Colleges and Universities.Google Scholar
Richards, J. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 522.Google Scholar
Rivers, W. M. (1973). From linguistic competence to communicative competence. TESOL Quarterly, 7(1), 2534.Google Scholar
Rogers, C. (1969/1986). Freedom to learn: A view of what education might become (2nd ed.). Indianapolis: Merrill Publishing Company.Google Scholar
Rogers, C. (1978). The formative tendency. Journal of Humanistic Psychology, 18(1), 2326.Google Scholar
Rogers, C. (1995). A way of being. Boston: Houghton-Mifflin.Google Scholar
Rosa, J. & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621647.Google Scholar
Rundle, N. (2016). Guidelines for good assessment practice (3rd ed.). Hobart, Tasmania: Tasmanian Institute of Learning and Teaching, University of Tasmania. www.teaching-learning.utas.edu.au/—data/assets/pdf_file/0004/158674/Guidelines-for-Good-Assessment_3rd-ed.pdf.Google Scholar
Rymes, B. (2014). Communicating beyond language: Everyday encounters with diversity. New York: Routledge.Google Scholar
Saavedra, E. (1995). Teacher transformation: Creating text and contexts in study groups. Unpublished doctoral dissertation, University of Arizona, Tucson.Google Scholar
Sacco, S. J. (2014). Integrating foreign languages and cultures into U.S. international business programs: Best practices and future considerations. Journal of Teaching in International Business, 25, 235249.Google Scholar
Savicki, V., Binder, F., & Heller, L. (2008). Contrasts and changes in potential and actual psychological intercultural adjustment. In Slavicki, V. (ed.), Developing intercultural competence and transformation (pp. 111127). New York: Wiley.Google Scholar
Saydee, F. (2016). Less commonly taught languages: Factors that shape teachers’ beliefs and guide their practices. Journal of the National Council of Less Commonly Taught Languages. Retrieved from www.ncolctl.org/jncolctl/jncolctl-editions.Google Scholar
Scherer, K. (1999). Appraisal theory. In Dalgleish, T. & Power, M. (eds.), Handbook of cognition and emotion (pp. 637663). New York: John Wiley & Sons.Google Scholar
Schumann, J. (1997). The neurobiology of affect in language. Malden: Blackwell.Google Scholar
Seals, C. (2018). Positive and negative identity practices in heritage language education. International Journal of Multilingualism, 15(4), 329348.Google Scholar
Shekhtman, B. S. (2003). How to improve your foreign language immediately. Hollister: MSI Press.Google Scholar
Shekhtman, B. S. (2013). How to improve your foreign language immediately. Virginia Beach: Villa Magna.Google Scholar
Shekhtman, B. S. & Leaver, B. L., with Lord, N., Kuznetsova, E., & Ovtcharenko, E. (2002). Developing profession-level oral proficiency: The Shekhtman method of communicative teaching. In Leaver, B. L. & Shekhtman, B. S. (eds.), Developing professional-level foreign language proficiency (pp. 110). Cambridge: Cambridge University Press.Google Scholar
Shrum, J. & Glisan, E. (2015). Teachers handbook: Contextualized language instruction (World languages; 5th ed.). Boston: Cengage.Google Scholar
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning 2(1). www.edtechpolicy.org/AAASGW/Session2/siemens_article.pdf.Google Scholar
Sifakis, N. C. & Kordia, S. (2019). Promoting transformative learning through English as a lingua franca: An empirical study. In Fleming, T., Kokkos, A., & Finnegan, F. (eds.), European perspectives on transformation theory (pp. 177192). Cham: Palgrave Macmillan.Google Scholar
Sifuentes, E. (2008). Proposition 227: Ten years later. The San Diego Union-Tribune. Retrieved from www.sandiegouniontribune.com/sdut-education-proposition-227-10-years-later-2008nov08-story.html.Google Scholar
Sigelman, C. K. & Rider, E. A. (2012). Life-span human development (7th ed.). Belmont: Wadsworth.Google Scholar
Sigmon, R. (1979). Service learning: Three principles. Action, 8(1), 911.Google Scholar
Sigmon, R. (1994). Serving to learn, learning to serve. Linking service with learning. Report of Council for Independent Colleges.Google Scholar
Slavich, G. & Zimbardo, P. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569608.Google Scholar
Smagulova, J. (2017). Ideologies of language revival: Kazakh as school talk. International Journal of Bilingualism 2019, 23(3), 740756.Google Scholar
Smailova, A. (ed.). (2011). Itogi natsional'noi perepisi naseleniia Respubliki Kazakhstan 2009 goda. Analiticheskii otchet. Astana: Statistics Committee of the Kazakhstan Ministry of the National Economy.Google Scholar
Smith, D. & Osborn, T. (eds.). (2007). Spirituality, social justice, and language learning. Charlotte: Information Age.Google Scholar
Snyder, C. (2008). Grabbing hold of a moving target: Identifying and measuring the transformative learning process. Journal of Transformative Education, 6(3), 159181.Google Scholar
Snyder-Renfro, C. (2019). Leaving the cave: Transformative learning for Generation Z with social emotional learning. Paper presented at the Transformative Learning Conference, Oklahoma City, OK.Google Scholar
Sobel, D. (2004). Place-based education: Connecting classrooms & communities. Great Barrington: The Orion Society.Google Scholar
Soja, E. (2003). Writing the city spatially. City, 7(3), 269280.Google Scholar
Sosulski, M. (2013). From Broadway to Berlin: Transformative learning through German hip-hop. Die Unterrichtspraxis/Teaching German, 46(1), 91105.Google Scholar
Spring, M. (2012). Language for specific purposes curriculum in the context of Chinese Language Flagship programs. Modern Language Journal, 96(1), 140157.Google Scholar
Spring, M. (2015). The monolingual international: Support of language learning through national initiatives. ADFL Bulletin, 43(2), 1925.Google Scholar
Stansberry, S. & Kymes, A. (2007). Transformative learning through “teaching with technology” electronic portfolios. Journal of Adolescent and Adult Literacy, 50(6), 488496.Google Scholar
Stearns, P. (ed.). (2018). Peacebuilding through dialogue: Education, human transformation, and conflict resolution. Fairfax: George Mason University Press.Google Scholar
Stein-Smith, K. (2016). The role of multilingualism in effectively addressing global issues: The sustainable development goals and beyond. Theory and Practice in Language Studies, 6(12): 22542259.Google Scholar
Sternberg, R. & Grigorenko, E. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge: Cambridge University Press.Google Scholar
Stevick, E. (1990). Humanism in language teaching. New York: Oxford University Press.Google Scholar
Stibbe, A. (2015). Ecolinguistics: Language, ecology and the stories we live by. New York: Routledge.Google Scholar
Stryker, S. & Leaver, B. L. (eds.). (1997). Content-based instruction in foreign language education: Models and methods. Washington, DC: Georgetown University Press.Google Scholar
Sun, Q. (2013). Learning for transformation in a changing landscape. Adult Learning, 24(3), 131136.Google Scholar
Swartz, A. & Sprow, K. (2010). Is complexity science embedded in transformative learning? Paper presented at the Adult Education Research Conference, Sacramento, CA. Retrieved from http://newprairiepress.org/aerc/2010/papers/73.Google Scholar
Tadayon, F. & Khodi, A. (2016). Empowerment of refugees by language: Can ESL learners affect the target culture? TESL Canada Journal, 33, 129137.Google Scholar
Taketa, K. (2018) Chula Vista Elementary getting state, national recognition for equity work, high performance. San Diego Union-Tribune, November 27. Retrieved from https://www.sandiegouniontribune.com/news/education/sd-me-chula-vista-elementary-20181121-story.html.Google Scholar
Taloyan, M., Johansson, L., Saleh-Stattin, N., & Al-Windi, A. (2011). Acculturation strategies in migration stress among Kurdish men in Sweden: A narrative approach. American Journal of Men’s Health, 5(3), 198207.Google Scholar
Tankersley, D. (2001). Bombs or bilingual programmes? Dual-language immersion, transformative education, and community building in Macedonia. International Journal of Bilingual Education and Bilingualism, 4(2), 107124.Google Scholar
Tarone, E. (2017). Exploring learner language in language teacher education. Paper presented at the pre-conference workshop at the Tenth International Conference on Language Teacher Education, University of California, Los Angeles, CA.Google Scholar
Tavares, J. & Potter, L. (2018). Project-based learning applied to the language classroom. São Paulo: Teach-In Education.Google Scholar
Taylor, E. (1993) A learning model of becoming interculturally competent: A transformative process. Unpublished doctoral dissertation, University of Georgia, Athens.Google Scholar
Taylor, E. (1998). The theory and practice of transformative learning: A critical review. ERIC Clearinghouse on Adult, Career, and Vocational Education (Information Series No. 374). Center on Education and Training for Employment. Columbus: The Ohio State University.Google Scholar
Taylor, E. (2008). Transformative learning theory. In Merriam, S. (ed.), Third update of adult learning. New directions for adult and continuing education, No. 119 (pp. 515). San Francisco: Jossey-Bass.Google Scholar
Taylor, E. (2009). Fostering transformative learning. In Mezirow, J. and Taylor, E. (eds.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 317). New York: Jossey Bass.Google Scholar
Taylor, E. (2017). Critical reflection and transformative learning: A critical review. PAACE Journal of Lifelong Learning, 26, 7795.Google Scholar
Taylor, E. & Cranton, P. (eds.). (2012). The handbook of transformative learning: Theory, research, and practice. San Francisco: Jossey-Bass.Google Scholar
The National Clearinghouse for English Language Acquisition. (2012). Promising practices in instruction: Sherman Academy, California: Where parents and teachers work together. Washington, DC. Retrieved from www.ncela.gwu.edu/files/uploads/promising_EL/sherman.pdf.Google Scholar
The National Standards Collaborative Board. (2019). World-Readiness standards for learning languages (4th ed.). Alexandria: Author. www.actfl.org/sites/default/files/publications/standards/World-ReadinessStandardsforLearningLanguages.pdf.Google Scholar
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 6093.Google Scholar
Thomas, B. (2012). Meaning on the brain: How your mind organizes reality. Scientific American Blog. Retrieved from https://blogs.scientificamerican.com/guest-blog/meaning-on-the-brain-how-your-mind-organizes-reality/.Google Scholar
Thomas, I. (2009). Critical thinking, transformative learning, sustainable education, and problem-based learning in universities. Journal of Transformative Education, 7(3), 245264.Google Scholar
Thorne, S., Black, R., & Sykes, J. (2009). Second language use, socialization, and learning in internet interest communities and online gaming. The Modern Language Journal, 98(1), 802821.Google Scholar
Tillich, P. (1948). The shaking of the foundations. New York: Scribner.Google Scholar
Tillich, P. (2012). The shaking of the foundations (rev. ed.). Eugene: Wipf & Stock.Google Scholar
Torres-Guzman, M. (2002). Dual language programs: Key features and results. National Clearinghouse for English Language Acquisition. Retrieved from https://ncela.ed.gov/rcd/bibliography/BE021969.Google Scholar
United Nations. (2015). Sustainable Development Goals. Retrieved from https://sustainabledevelopment.un.org/sdgs.Google Scholar
United Nations High Commission on Refugees. (2018). What is a refugee? UNHCR. Retrieved from www.unrefugees.org/refugee-facts/what-is-a-refugee/.Google Scholar
Urbain, O. (2010). Daisaku Ikeda’s philosophy of peace: Dialogue, transformation and global citizenship. New York: I. B. Tauris.Google Scholar
USGCRP (US Global Change Research Program). (2018). Impacts, risks, and adaptation in the United States: Fourth national climate assessment, Volume II. Report-in-brief (Reidmiller, D., Avery, C., Easterling, D., Kunkel, K., Lewis, K., Maycock, T., & Stewart, B. [eds.]). Washington, DC: US Government Printing Office.Google Scholar
Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. Milton Park: Taylor & Francis.Google Scholar
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Boston: Springer.Google Scholar
Vidal, E. & Tjaden, J. (2018). Global migration indicators: Insights from the global migration data portal. Retrieved from http://publications.iom.int/system/files/pdf/global_migration_indicators_2018.pdf.Google Scholar
Von Vacano, M. et al. (1992). Two-way partial immersion program. F. S. Key Elementary School. Arlington Public Schools, VA. Washington, DC: Center for Applied Linguistics.Google Scholar
Vygotsky, L. (1930). Mind and society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
Vygotsky, L. (1930/1997). On psychological systems. In Rieber, R. & Wollock, J. (eds.), The collected works of L. S. Vygotsky (Vol. 3 : Problems of the theory and history of psychology, pp. 91108). New York: Plenum Press.Google Scholar
Vygotsky, L. (1934/1986). Thought and language. Revised and edited by Kozulin, A.. Cambridge: MIT Press.Google Scholar
Vygotsky, L. (1978/2013). Interaction between learning and development. In Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (eds.), Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
Vygotsky, L. (1987). Thinking and speech. In Rieber, R. & Chickering, A. (eds.), The collected works of L. S. Vygotsky (Vol. 1: Problems of general psychology). New York: Plenum.Google Scholar
Vygotsky, L. (1997). Thought and language (rev. ed.). Cambridge: MIT Press.Google Scholar
Walker, A., Shafer, J., & Iiams, M. (2004). Not in my classroom: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130160.Google Scholar
Walker, G. & McGinnis, S. (1995). Learning less commonly taught languages: An agreement on the bases for the training of teachers. Columbus: The Ohio State University.Google Scholar
Wang, Y. (2018). A study on transformative learning of UK students in China and Chinese students in the UK. Unpublished Doctor of Philosophy dissertation, University of Edinburgh, UK.Google Scholar
Ward, C. (2008). Thinking outside the berry boxes: New perspectives on identity, acculturation, and intercultural relations. International Journal of Intercultural Relations, 23(2), 105114.Google Scholar
Warner, C. & Dupuy, B. (2018), Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond. Foreign Language Annals, 51(1), 116128.Google Scholar
Watts, A. (1999). The way of Zen. New York: Vintage.Google Scholar
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. New York: John Wiley & Sons.Google Scholar
Wenden, A. (1991). Learner strategies for learner autonomy. Upper Saddle River: Prentice Hall.Google Scholar
World Bank. (2015). World development report 2015: Mind, society, and behavior. Washington, DC: World Bank. Retrieved from www.worldbank.org/content/dam/Worldbank/Publications/WDR/WDR%202015/.Google Scholar
Yorks, L. & Kasl, E. (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4(1), 4364.Google Scholar
Zajonc, A. (2006). Love and knowledge: Recovering the heart of learning through contemplation. Teachers College Record, 108(9), 17421759.Google Scholar
Zapata, G. (2018). L2 Spanish university students’ perceptions of the pedagogical benefits of culture portfolios. In Language, culture, and curriculum (Vol. 31). London: Taylor & Francis Group.Google Scholar
Zheng, X. & Gao, Y. (2017). Facilitating transformative learning toward productive bilingualism: Innovations in teaching English for intercultural communication in China. In Reinders, H., Nunan, D., & Zou, B. (eds.), Innovation in language learning and teaching: New language learning and teaching environments (pp. 261287). London: Palgrave Macmillan.Google Scholar