About the Journal
Dialog on Language Instruction is published by the Defense Language Institute Foreign Language Center (DLIFLC), under the U.S. Army and U.S. Department of Defense. The journal's primary function is to promote the exchange of professional knowledge and information among DLIFLC faculty and staff and to encourage professional communication within the worldwide Defense Foreign Language Program. A refereed journal devoted to applied research into all aspects of innovation in language learning and teaching, Dialog on Language Instruction publishes research articles, review articles, book/materials reviews, and community-oriented columns – Faculty Forum, News and Views, Quick Tips, and Resources. Articles have a sound theoretical base with a visible practical application.
Current Issue
The feature article by Gao and Tovar reflects on six years of the DLIFLC Chinese Flagship Domestic Immersion Capstone program, which graduated its final cohort in May of 2026. The authors examine the practices that contributed to exceptional proficiency outcomes and identify lessons that may inform other language programs. The two Action Inquiry articles focus on supporting learner success in intensive language programs. Masih investigates the perceived effectiveness of Early Intervention action plans for at-risk learners in the Arabic School, highlighting the value of structured support, mentoring, and targeted learning strategies. Shihadeh rounds out this section by examining the use of delayed transcripts in Arabic listening instruction, finding that a listen-first, transcript-later approach may strengthen learners’ comprehension, vocabulary retention, and confidence.
The Faculty Forum section showcases a variety of innovative instructional practices and professional reflections. Li and Wu propose a genre-based framework for listening instruction that helps learners anticipate discourse structures and apply targeted listening strategies. Zhou demonstrates how AI-generated stories can be used to integrate inductive and deductive grammar instruction in Chinese language classrooms. Hassan explores the complementary use of mind mapping and cloze listening activities to support both top-down and bottom-up processing in Arabic listening.
Several articles address broader dimensions of teaching and learning. Zhu examines the role of teacher enthusiasm in promoting both faculty wellbeing and student achievement. Philpot-Montaño offers a thoughtful discussion of large language models, cognitive debt, and the importance of placing pedagogy ahead of technology when integrating AI into language education. Lin presents a structured preview framework designed to foster learner autonomy and effective study habits, while Daoud describes a practical approach to supporting students experiencing test anxiety through targeted preparation, feedback, and individualized support.
Collectively, the articles in this issue underscore the importance of intentional instructional design, learner-centered support, reflective teaching practices, and thoughtful innovation. We hope you enjoy this issue and that its ideas inspire continued dialogue, experimentation, and scholarship. We also encourage you to consider contributing your own work to Dialog on Language Instruction. Enjoy!
