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An Examination of World Language Teacher Practices Regarding Target Language Instruction

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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
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  Data: An Examination of World Language Teacher Practices Regarding Target Language Instruction
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  Data: <searchLink fieldCode="AR" term="%22Edris+Brannen%22">Edris Brannen</searchLink><br /><searchLink fieldCode="AR" term="%22Victoria+Russell%22">Victoria Russell</searchLink><br /><searchLink fieldCode="AR" term="%22Krista+Chambless%22">Krista Chambless</searchLink>
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  Data: Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org
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  Data: 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.
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    Subjects:
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Usage
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      – SubjectFull: Anxiety
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      – SubjectFull: Language Teachers
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      – SubjectFull: Linguistic Input
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Native Language
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