Janice McGregor

Interests

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Courses

Scholarly Contributions

Books

• McGregor, J., & Plews, J. (2022). Designing second language study abroad research: Critical reflections on methods and data (co-edited volume).
• van Compernolle, R. A., & McGregor, J. (2016). Authenticity, Language and Interaction in Second Language Contexts. Bristol, UK: Multilingual Matters.

Chapters

• McGregor, J. (2021). An investigation of L2 learning peer interactions in short term study abroad. In The Multilingual Turn for Study Abroad. Multilingual Matters.
• McGregor, J. (2020). Study abroad otherwise. In Diversity and Decolonization in German Studies.
• McGregor, J. (2016). Metapragmatic Talk and the Interactional Accomplishment of Authenticity in Study Abroad. In Authenticity, Language and Interaction in Second Language Contexts(pp 177-197). Bristol, UK: Multilingual Matters.
• van Compernolle, R. A., & McGregor, J. (2016). Conclusions and Future Directions. In Authenticity, Language and Interaction in Second Language Contexts(pp 233-241). Bristol, UK: Multilingual Matters.
• van Compernolle, R. A., & McGregor, J. (2016). Introducing Authenticity, Language and Interaction in Second Language Contexts. In Authenticity, Language and Interaction in Second Language Contexts(pp 1-9). Bristol, UK: Multilingual Matters.

Journals/Publications

• FERNÁNDEZ, J., McGREGOR, J., & YULDASHEV, A. (2021).

  Discursive Enactment of Agency in Study‐Abroad Interviews

  . The Modern Language Journal, 105(4), 877-896. doi:10.1111/modl.12733
• Fernandez, J., McGregor, J., & Yuldashev, A. (2021). Discursive enactment of agency in study abroad interviews. Modern Language Journal, 105(4), 877-896.
• Fernandez, J., McGregor, J., & Yuldashev, A. (2021). Discursive enactment of agency in study abroad interviews. Modern Language Journal.
  More info

  In this article, we examine how meta-agentive discourse was enacted and linguistically encoded with constructed dialog. We analyze interviews with 4 American undergraduate students who expressed their interest in study abroad (SA) and submitted applications but later withdrew them. The analysis centerson the ways agency was assigned to different actors in participants’ decision-making processes as mediated by discourses of SA. We demonstrate that in their interviews, the participants primarily assigned agency to (a) themselves by way of self-reports, (b) a ‘collective’ author by way of vague referents, and(c) SA programs and leadership by way of hypothetical constructed dialog. Notably, discourses about SA were often repurposed in divergent ways within the same interview by multiple participants. We urge scholars examining agency to closely consider the trajectorial and situated nature of meta-agentive discourse in applied linguistics research.
• McGregor, J. (2021). L2 academic and disciplinary socialization in a short-term study abroad context: An autoethnographic inquiry. AAUSC 2019: Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education.
• McGregor, J., & Fernandez, J. (2019). Theorizing Qualitative Interviews: Two Autoethnographic Reconstructions. The Modern Language Journal, 103(1).
• Diao, W., McGregor, J., & Wolcott, T. (2016). Special Issue: Study Abroad in the Twenty-first Century. L2 Journal, 8(2), 1-109.
• McGregor, J. (2014). “Your mind says one thing but your emotions do another:” Language, emotion, and the development of transculturality in study abroad.. Die Unterrichtspraxis/Teaching German, 47(2), 109-120.
• McGregor, J. (2016). “I Thought That When I was in Germany, I Would Speak Just German”: Language Learning and Desire in Twenty-first Century Study Abroad. Special Issue: Study Abroad in the Twenty-first Century, 8(2), 12-30.
• Wolcott, T., McGregor, J., & Diao, W. (2016). Special Issue: Study Abroad in the Twenty-first Century. L2 Journal, 8(2), 1-109.

Presentations

• McGregor, J. (2024, January). Alternative assessment practices and supporting graduate teaching assistants.. Modern Language Association. Philadelphia.
• McGregor, J. (2023, April). Sprachgeschichte als Menschengeschichte (German language history as human history). Course visit/lecture. Kalamazoo College (Online): Kalamazoo College.
• McGregor, J. (2023, March).

  Translanguaging in study abroad: Investigating educator and student practices

  . American Association for Applied Linguistics. Portland, Oregon.
• McGregor, J. (2023, November). Toward justice in study abroad, intercultural learning, and language education.. Lecture Series, Berkeley Language Center. Berkeley, CA: Berkeley Language Center.
• McGregor, J. (2021, January). Graduate students and “real world” language issues beyond the language classroom in modern languages programs. Modern Language Association. Online.
• McGregor, J. (2021, January). Graduate students’ ways of experiencing inclusivity. Modern Language Association. Online.
• Fernandez, J., & McGregor, J. (2020, January 23-26). Discourses of access to study abroad. Seventh International Conference on the Development and Assessment of Intercultural Competence. Tucson, AZ: CERCLL.
• McGregor, J. (2020, October). Study Abroad and (Un)Doing Harm. Tucson Humanities Festival/TOWARD JUSTICE FOR ALL: The Global Impact of Humanities Research. Online.
• McGregor, J., & Knisely, K. (2020, January). Intercultural Competence: An Educator’s Verb. Intercultural Competence Conference. Tucson, Arizona.
  More info

  Educational discourses about intercultural competence (ICC) tend to value and reward its application, though these same discourses are regularly nebulous, fragmented, and reductive. In addition to definitional ambiguity, ICC is often conflated with associated concepts (e.g., intercultural communication, cultural competence, and cross-cultural competence, to name a few), owing in part to its interdisciplinary nature and to the various theoretical orientations of scholars working on this construct. As a result, ICC can be hard to understand and apply in both formal and informal learning contexts. This workshop thus aims to help educators, including classroom teachers and other educational professionals, elucidate core elements of ICC in order to make ICC happen at their learning sites.Workshop participants will first engage in a practically-oriented discussion of the challenges associated with defining ICC through the presenters’ own process of developing of a public-facing definition of ICC. Participants will come to understand the ways in which ICC’s chaotic representations and definitional ambiguity pose challenges to making concrete pedagogical changes that serve to foster ICC. In and through the activities and discussions in this workshop, participants will work with a framework that helps them to apply a specific definition of ICC to their own local contexts, in the spirit of ICC itself. Participants will leave this workshop having created locally relevant products (e.g., assignments, assessments, program evaluations, and/or other materials), practices (e.g., strategies for learning, teaching, and/or advising both within and outside of the classroom), and procedures (e.g., strategies for embodying ICC in all interactions with learners and colleagues) that help them foster both their own and others’ abilities to communicate effectively, appropriately, and ethically with individuals and groups whose cultures are different than their own.
• McGregor, J., & Surtees, V. (2020, March). The audio-recorder as a resource for L2 learning in study abroad. American Association for Applied Linguistics. Denver, CO: AAAL.
  More info

  Conference canceled due to global COVID-19 pandemic.
• Gramling, D. J., Jacobs, J. M., & McGregor, J. (2019, March). Decolonizing Graduate Study in German: Ongoing Interventions in Arizona. Diversity, Decolonialization, and the German Curriculum 2019. St. Olaf College.
• Marek, S., & McGregor, J. (2019, March). L2 learning peer interactions in study abroad. American Association for Applied Linguistics. Atlanta, Georgia.
• McGregor, J. (2019, March). The discursive production of language education in short-term study abroad. American Association for Applied Linguistics. Atlanta, Georgia.
• McGregor, J. (2018, March). “Apparently, haben wir ein Dativ case:” L2 peer interactions in study abroad.. American Association for Applied Linguistics. Chicago, IL.
• McGregor, J., & Fernandez, J. (2018, January). The researchers’ experiences in study abroad: Two studies.. Conference on the Development and Assessment of Intercultural Competence (ICC). Tucson, AZ.
• McGregor, J. (2017, February). The researcher’s experience in study abroad: An autoethnographic reconstruction.. Conference on Study Abroad. Rice University, Houston, TX: Center for Languages & Intercultural Communication, Rice University.
• McGregor, J. (2016, January). Language learning and desire in 21st-century study abroad.. Intercultural Competence Conference. Tucson, AZ: CERCLL.
• McGregor, J., & Diao, W. (2016, April). Teaching Americans in The “American” way: Academic socialization of study abroad instructors and program administrators.. American Association for Applied Linguistics. Orlando, FL.

Poster Presentations

• Fernandez, J., & McGregor, J. (2020, March). Examining discourses of access to language learning abroad. American Association for Applied Linguistics. Denver, CO: AAAL.
  More info

  Conference canceled due to global COVID-19 pandemic.

Others

• Embeywa, R., Johnson, A., & McGregor, J. (2021, September). Covid-19, Study Abroad, and Avoiding Harm. Diversity, Decolonization, and the German Curriculum.
• McGregor, J. (2021, October). Advancing global and intercultural competence as languageful practice. German Studies Association (Seminar piece: Problems of linguistic indifference in German Studies).
• Knisely, K., Knisely, K., McGregor, J., & McGregor, J. (2020, January 23-26). Intercultural competence: An educator’s verb. Seventh International Conference on the Development and Assessment of Intercultural Competence. https://icc.arizona.edu/workshops/
  More info

  Workshop description:Educational discourses about intercultural competence (ICC) tend to value and reward its application, though these same discourses are regularly nebulous, fragmented, and reductive. In addition to definitional ambiguity, ICC is often conflated with associated concepts (e.g., intercultural communication, cultural competence, and cross-cultural competence, to name a few), owing in part to its interdisciplinary nature and to the various theoretical orientations of scholars working on this construct. As a result, ICC can be hard to understand and apply in both formal and informal learning contexts. This workshop thus aims to help educators, including classroom teachers and other educational professionals, elucidate core elements of ICC in order to make ICC happen at their learning sites.Workshop participants will first engage in a practically-oriented discussion of the challenges associated with defining ICC through the presenters’ own process of developing of a public-facing definition of ICC. Participants will come to understand the ways in which ICC’s chaotic representations and definitional ambiguity pose challenges to making concrete pedagogical changes that serve to foster ICC. In and through the activities and discussions in this workshop, participants will work with a framework that helps them to apply a specific definition of ICC to their own local contexts, in the spirit of ICC itself. Participants will leave this workshop having created locally relevant products (e.g., assignments, assessments, program evaluations, and/or other materials), practices (e.g., strategies for learning, teaching, and/or advising both within and outside of the classroom), and procedures (e.g., strategies for embodying ICC in all interactions with learners and colleagues) that help them foster both their own and others’ abilities to communicate effectively, appropriately, and ethically with individuals and groups whose cultures are different than their own.