Enhancing Online K-12 World Language Instruction: Administrator and Teacher Perspectives.
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| Title: | Enhancing Online K-12 World Language Instruction: Administrator and Teacher Perspectives. |
|---|---|
| Authors: | Kissau, Scott1 (AUTHOR) spkissau@charlotte.edu, Davin, Kristin J.2 (AUTHOR), Price, Laura3 (AUTHOR) |
| Source: | CALICO Journal. 2025, Vol. 42 Issue 2, p258-280. 23p. |
| Subject Terms: | *Online education, *Foreign language education, *Teacher attitudes, *Effective teaching, *Secondary education, *Teacher training, Leadership |
| Geographic Terms: | North Carolina, United States |
| Abstract: | Online instruction is an increasingly important component of K-12 world language programming (Gacs et al., 2020), especially with decreases in language enrollment across the United States and more programs turning to online platforms for instruction in less commonly taught languages (Lusin et al., 2023). While recent research has shed light on teachers' and students' perspectives of effective online world language instruction (Harsch et al., 2021; Kissau et al., 2024), no studies have included the perspectives of district administrators who oversee these programs and who are often tasked with world language teacher professional development. In response, this study used semistructured interviews of K-12 world language coordinators in 11 school districts in North Carolina and complemented those data with interviews of the teachers they supervised to investigate effective online language teaching practices and ways to support teachers' online instructional practices and professional development needs. Analyses of transcribed interviews revealed promising practices, components of world language instruction that are challenging to address online, and areas where further professional development is needed. Findings have important implications for guiding and enhancing policy and online teaching practices. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186108519 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Online K-12 World Language Instruction: Administrator and Teacher Perspectives. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kissau%2C+Scott%22">Kissau, Scott</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> spkissau@charlotte.edu</i><br /><searchLink fieldCode="AR" term="%22Davin%2C+Kristin+J%2E%22">Davin, Kristin J.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Price%2C+Laura%22">Price, Laura</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2025, Vol. 42 Issue 2, p258-280. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Online instruction is an increasingly important component of K-12 world language programming (Gacs et al., 2020), especially with decreases in language enrollment across the United States and more programs turning to online platforms for instruction in less commonly taught languages (Lusin et al., 2023). While recent research has shed light on teachers' and students' perspectives of effective online world language instruction (Harsch et al., 2021; Kissau et al., 2024), no studies have included the perspectives of district administrators who oversee these programs and who are often tasked with world language teacher professional development. In response, this study used semistructured interviews of K-12 world language coordinators in 11 school districts in North Carolina and complemented those data with interviews of the teachers they supervised to investigate effective online language teaching practices and ways to support teachers' online instructional practices and professional development needs. Analyses of transcribed interviews revealed promising practices, components of world language instruction that are challenging to address online, and areas where further professional development is needed. Findings have important implications for guiding and enhancing policy and online teaching practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186108519 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/calico-2024-0016 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 258 Subjects: – SubjectFull: Online education Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Leadership Type: general – SubjectFull: North Carolina Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Enhancing Online K-12 World Language Instruction: Administrator and Teacher Perspectives. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kissau, Scott – PersonEntity: Name: NameFull: Davin, Kristin J. – PersonEntity: Name: NameFull: Price, Laura IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 42 – Type: issue Value: 2 Titles: – TitleFull: CALICO Journal Type: main |
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