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High-Leverage Practices in Action: WL Teachers' Self-Reported Use of HLTPs in the K-12 Classroom

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Title: High-Leverage Practices in Action: WL Teachers' Self-Reported Use of HLTPs in the K-12 Classroom
Language: English
Authors: Rebecca S. Borden (ORCID 0000-0003-1022-6786), Bo Liu, Kexuan Wu
Source: Foreign Language Annals. 2026 59(2):543-563.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Language Teachers, Second Language Instruction, Teaching Methods, Elementary School Teachers, Secondary School Teachers, Comprehension, Discourse Communities
DOI: 10.1111/flan.70015
ISSN: 0015-718X
1944-9720
Abstract: Research on the implementation of high-leverage practices (HLTPs) in World Languages (WL) has gained momentum over the past decade. While the field has largely focused its attention on HLTPs in preservice teacher preparation, our research seeks to illuminate how in-service WL teachers self-report utilizing the HLTPs in classroom instruction. This qualitative case study examined the self-reported teaching practices of 54 in-service K-12 WL teachers in the U.S. Data were collected through a survey and a follow-up semi-structured interview with nine of the 54 participants. Our analysis focused on two of Glisan and Donato's (2017) HLTPs, Facilitating Target Language Comprehensibility (HLTP #1) and Building a Classroom Discourse Community (HLTP #2). The findings revealed that the majority of participants self-reported what could be considered "effective" implementation of HLTPs #1 and #2, while a number of participants indicated "developing" or "ineffective" micro-practices associated with HLTPs more broadly. The implications of this study may inform both the work of teacher development programming for in-service teachers and research on HLTPs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508754
Database: ERIC
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  Data: High-Leverage Practices in Action: WL Teachers' Self-Reported Use of HLTPs in the K-12 Classroom
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+S%2E+Borden%22">Rebecca S. Borden</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1022-6786">0000-0003-1022-6786</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bo+Liu%22">Bo Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Kexuan+Wu%22">Kexuan Wu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Foreign+Language+Annals%22"><i>Foreign Language Annals</i></searchLink>. 2026 59(2):543-563.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Communities%22">Discourse Communities</searchLink>
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  Data: 10.1111/flan.70015
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  Data: Research on the implementation of high-leverage practices (HLTPs) in World Languages (WL) has gained momentum over the past decade. While the field has largely focused its attention on HLTPs in preservice teacher preparation, our research seeks to illuminate how in-service WL teachers self-report utilizing the HLTPs in classroom instruction. This qualitative case study examined the self-reported teaching practices of 54 in-service K-12 WL teachers in the U.S. Data were collected through a survey and a follow-up semi-structured interview with nine of the 54 participants. Our analysis focused on two of Glisan and Donato's (2017) HLTPs, Facilitating Target Language Comprehensibility (HLTP #1) and Building a Classroom Discourse Community (HLTP #2). The findings revealed that the majority of participants self-reported what could be considered "effective" implementation of HLTPs #1 and #2, while a number of participants indicated "developing" or "ineffective" micro-practices associated with HLTPs more broadly. The implications of this study may inform both the work of teacher development programming for in-service teachers and research on HLTPs.
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