An Examination of World Language Teacher Practices Regarding Target Language Instruction
Saved in:
| Title: | An Examination of World Language Teacher Practices Regarding Target Language Instruction |
|---|---|
| Language: | English |
| Authors: | Edris Brannen, Victoria Russell, Krista Chambless |
| Source: | Dimensions. 2024 59:121-145. |
| Availability: | Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Language Proficiency, Second Language Learning, Second Language Instruction, Language Usage, Anxiety, Language Teachers, Linguistic Input, Teacher Attitudes, Teacher Education Programs, Correlation, Teaching Methods, Native Language |
| Geographic Terms: | Georgia |
| Abstract: | In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According to ACTFL (2010, 2021), delivering instruction in the target language is necessary to create an acquisition-rich environment where learners are exposed to significant amounts of comprehensible input--a key factor for second language acquisition to occur (Krashen, 1982). This study examined three factors that may play a part in world language instructors' practices regarding target language use; namely, teacher proficiency level, level of experience, and teacher foreign language anxiety. The results indicated that teachers' self-reported levels of proficiency were not correlated with delivery of instruction in the target language; however, language anxiety and level of experience appeared to play a part in world language teachers' target language use in the classroom. The findings of this study have implications for pre- and in-service world language teachers and administrators as well as for teacher education programs in Georgia and beyond. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424056 |
| Database: | ERIC |
| Abstract: | In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According to ACTFL (2010, 2021), delivering instruction in the target language is necessary to create an acquisition-rich environment where learners are exposed to significant amounts of comprehensible input--a key factor for second language acquisition to occur (Krashen, 1982). This study examined three factors that may play a part in world language instructors' practices regarding target language use; namely, teacher proficiency level, level of experience, and teacher foreign language anxiety. The results indicated that teachers' self-reported levels of proficiency were not correlated with delivery of instruction in the target language; however, language anxiety and level of experience appeared to play a part in world language teachers' target language use in the classroom. The findings of this study have implications for pre- and in-service world language teachers and administrators as well as for teacher education programs in Georgia and beyond. |
|---|
