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Interpreting teacher talk in the Spanish language classroom: Teachers' reflections on their beliefs and practice.

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Title: Interpreting teacher talk in the Spanish language classroom: Teachers' reflections on their beliefs and practice.
Authors: Detwiler, Liv Halaas1 (AUTHOR) ldetwile@vols.utk.edu
Source: Pedagogies. Oct-Dec2025, Vol. 20 Issue 4, p564-583. 20p.
Subject Terms: *Teacher-student communication, *Spanish-speaking students, *Educational resources, *Critical thinking, Multilingual communication, Linguistic usage, Multimodal user interfaces
Abstract: In line with the multimodal turn in second language (L2) teaching and learning, this study investigates the ways in which teachers of Spanish as an L2 rely on multimodal resources for classroom communication. Informed by Farrell's (2015) Framework for Reflecting on Practice, four L2 Spanish teachers in an urban school district in southeast United States reflect on their beliefs regarding target language (TL) and first language (L1) use for instruction and whether these beliefs align with their classroom practice. Using data generated from classroom observations and semi-structured interviews, findings indicate that teachers value authentic language use, which for multilinguals can include reliance on a shared L1 and other visual aids, reflective of translanguaging practices. However, in practice, teachers' language-use is constrained by unique contexts, including individual student needs and programme design. Implications for this work include the benefit of critical reflection as a tool to raise teachers' self-awareness of language alternations and use of semiotic resources, promoting intentionality behind pedagogically supported teacher talk. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogies is the property of Taylor & Francis Ltd 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.)
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  Data: Interpreting teacher talk in the Spanish language classroom: Teachers' reflections on their beliefs and practice.
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  Data: <searchLink fieldCode="AR" term="%22Detwiler%2C+Liv+Halaas%22">Detwiler, Liv Halaas</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ldetwile@vols.utk.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Pedagogies%22">Pedagogies</searchLink>. Oct-Dec2025, Vol. 20 Issue 4, p564-583. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Spanish-speaking+students%22">Spanish-speaking students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+resources%22">Educational resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingual+communication%22">Multilingual communication</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+usage%22">Linguistic usage</searchLink><br /><searchLink fieldCode="DE" term="%22Multimodal+user+interfaces%22">Multimodal user interfaces</searchLink>
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  Label: Abstract
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  Data: In line with the multimodal turn in second language (L2) teaching and learning, this study investigates the ways in which teachers of Spanish as an L2 rely on multimodal resources for classroom communication. Informed by Farrell's (2015) Framework for Reflecting on Practice, four L2 Spanish teachers in an urban school district in southeast United States reflect on their beliefs regarding target language (TL) and first language (L1) use for instruction and whether these beliefs align with their classroom practice. Using data generated from classroom observations and semi-structured interviews, findings indicate that teachers value authentic language use, which for multilinguals can include reliance on a shared L1 and other visual aids, reflective of translanguaging practices. However, in practice, teachers' language-use is constrained by unique contexts, including individual student needs and programme design. Implications for this work include the benefit of critical reflection as a tool to raise teachers' self-awareness of language alternations and use of semiotic resources, promoting intentionality behind pedagogically supported teacher talk. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pedagogies is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/1554480X.2024.2446274
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher-student communication
        Type: general
      – SubjectFull: Spanish-speaking students
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      – SubjectFull: Educational resources
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      – SubjectFull: Critical thinking
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      – SubjectFull: Multimodal user interfaces
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              Text: Oct-Dec2025
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