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A creative approach to teaching can factor into a long‐lasting professional career and has the potential to attract passionate newcomers to the field of education. When creativity is valued, teachers can use these abilities to meaningfully design instruction, to create a vibrant learning environment, and to support student self‐confidence. For these reasons, this study used the Torrance Tests of Creative Thinking as well as interview data to examine creative profiles within teacher education. Using a checklist of 13 possible creative strengths, world language (n = 32) criterion‐referenced scores indicated distinct creative abilities among participants. Findings resulted in six domain‐specific creative abilities: depicting movement or action, extending or breaking boundaries, storytelling articulation, emotional expressiveness, humor, and expressiveness of titles, as prominent strengths of preservice language educators. In this study, creativity is explored as a transformative factor with potential for teacher retention and recruitment. The Challenge: Creativity is a natural part of teaching and has an inherent connection with language. What are the creative strengths of preservice language teachers? Why is creativity important within language teaching? [ABSTRACT FROM AUTHOR]

Language program evaluation has the potential for positive program impact by providing an opportunity for program stakeholders to reflect on their goals, examine their outcomes, and determine ways to move forward to maximize a program's effectiveness. However, many stakeholders are either unaware of the affordances of program evaluation or unable to access it for their programs. Moreover, many stakeholders have an incomplete understanding of what program evaluation entails and frequently confuse it with assessment. This paper examines the current capacities and needs of program evaluation for K‐12 world language programs, including the extent to which K‐12 world language professionals in this study currently utilize evaluation, and provides information on the kinds of language program evaluation workshops and tools that could be helpful for these populations. The Challenge: Program evaluation can help language programs maximize their effectiveness, but how can that occur if those involved don't understand the purposes and implications of program evaluation? How do world language teachers and administrators understand the meaning of program evaluation? This article examines how current beliefs about the meaning of program evaluation can help increase the use of program evaluation in the future. [ABSTRACT FROM AUTHOR]

This follow‐up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in‐service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative multiple‐case study investigated their motivation to stay in the profession, professional development needs, challenges they experienced as teachers of Spanish, and how their self‐perceptions and attitudes about their use of Spanish evolved from pre‐ to in‐service teacher stages regarding their proficiency, use of code‐switching and register, and knowledge of grammar. Findings highlight the importance of supporting HSs as an essential component of teacher education programs and the workforce in world language teaching; the need for coursework that illuminates register differences but always values and legitimizes their own way of speaking; the need for world language education and Spanish language faculty in teacher preparation programs to establish common, coordinated goals for preservice teachers; and academic training for HSs in pedagogy and sociolinguistics, not only at the preservice teacher level, but also as professional development for all members in world language departments, in both K‐12 and higher education settings. The Challenge: Although heritage speakers' (HSs) experiences as language learners have been broadly studied, those of HSs who are in‐service world language teachers have been overlooked. What motivates HSs to stay in this profession? What challenges do they experience as teachers of Spanish? What are their professional development needs? How do their perceptions and attitudes about their use of Spanish evolve from pre‐ to in‐service teacher stages? [ABSTRACT FROM AUTHOR]

This conceptual work highlights the history of Black erasure throughout the existence of world languages (WLs) as a field of study in the United States. It outlines the unique challenges faced by African descended learners who have and continue to pursue WL study in US classrooms. These include but are not limited to reduced local funding and programmatic expectations due to the remnants of anti‐Black educational policies, monolingual and imperial language ideologies prevalent in texts and pedagogical approaches, and generations of segregation in and outside of schools. Finally, this work proposes WLs serve as a site of Black Linguistic Reparations through, (1) the redistribution of resources in the field, (2) the repair of enacted WL teaching to meet the calls of ACTFL's standards for preparing students for communication in a pluralistic society, and (3) a recreation of the "world" as narrated through a global, rather than a white Western lens. The Challenge: The decline in World Language (WL) educators reflects long standing barriers to WL study rooted in the anti‐Black underpinnings that shaped the field. How has the development of the US WL study systematically excluded Black communities? How might acknowledging and repairing those harms systemically and programmatically reinvigorate our field? [ABSTRACT FROM AUTHOR]

This study investigates the participant experiences and perceived impacts of the Language Initiative for Language Learning (LILL). By exploring the voices of 11 LILL participants through a qualitative case study design, the findings highlight how world language teacher leaders participated in and experienced LILL as a space for leadership growth and perceived the program as having a transformational impact on their leadership identity, mindset, and skill development. While the findings situate LILL as an effective and impactful program, we discuss the need for deeper understandings of world language (WL) teacher leadership in discipline‐specific ways and conclude with suggestions for proactive approaches for WL teacher leadership programming. The Challenge: There exists a critical need for cultivating world language teacher leadership to address opportunities and challenges in the world language teaching profession. What is the Leadership Initiative for Language Learning (LILL) and what has been its impact on participants' leadership development? What does it mean to be a world language teacher leader? [ABSTRACT FROM AUTHOR]

This study examined distinct conceptualizations of space during a cohort of world languages preservice teachers' (PSTs) clinical experience online. The aim of this study was to shed light on the affordances and limitations of the online space as PSTs reworked the meaning of pedagogical spaces during the onset of the COVID‐19 pandemic. Preservice teachers' autoethnographic writings, journals, and teaching videos were analyzed to better understand the emotional, pedagogical, and conceptual meaning‐making processes that language teaching in and through the online space entailed. Through a phenomenographic analysis of the data, this study probed into the distinct perceptions of pedagogical space that emerged from the participants' online teaching experience. Findings suggest that while PSTs felt distant from their students, emotionally exhausted, and limited in what they could do instructionally, they also developed pedagogical problem‐solving and decision‐making skills that showcased the agency of the online space shaping novice teacher's beliefs and practices. Implications for world language teacher education curriculum are discussed, including the potential effects of cocurricular online teaching experiences facilitating PST's attunement to the agency of space both online and in physical classrooms. The Challenge: The onset of the COVID‐19 pandemic required a shift from conventional brick and mortar classrooms to remote forms of learning. This shift presented considerable challenges for teacher education and teacher readiness in general. Novice and veteran teachers found themselves in a situation in which they had to forcibly renegotiate with the terms of what pedagogical space meant within traditional schooling processes. [ABSTRACT FROM AUTHOR]

World language (WL) education has the potential to shift perspectives toward equity. To accomplish this, the field must consider how it is situated within societal systems that perpetuate racial inequity. This systematic historical analysis of literature examined how the term race and related terms appeared historically in a set of primary journals in WL education. Drawing on literature from race and critical whiteness studies, the article presents a conceptual framework used to analyze articles that referenced race‐related terms in the publication histories of 11 WL journals. Using textual content and thematic analysis, the articles illuminated ways in which systemic whiteness operates in WL education. Findings suggest that individual actions and coordinated efforts to shift policies and practice may help the field move toward greater racial equity. The Challenge: How can world language education respond to calls for racial equity to transform language learning? This systematic historical analysis of literature examines the construct of race in world language education over the publication history of a set of primary journals in the field. Reckoning with the field's past reveals existing racialized systemic inequities and potential for world language educators and scholars to disrupt inequity to transform language learning. [ABSTRACT FROM AUTHOR]

The overarching objective of the World Language Professional Life Survey (WLPLS) was to determine the K–20 World Language (WL) profession's familiarity with both the World Readiness Standards for Learning Languages (5 Cs) and with the Can‐Do Statements (Can‐Dos). The survey strove to identify how both sets of principles might strengthen K–20 articulation in three ways: (1) WL teachers' level of formal training, (2) WL instructors' core beliefs about their pedagogical objectives, and (3) possible connections between their training and their core beliefs. The present study analyzes the findings from the survey. The researchers collected the data from the survey to determine what the relationships (if any) were between formal academic training and core pedagogical beliefs. The possible relationships check the pulse of WL professionals concerning their familiarity with the 5 Cs and the Can‐Dos which can lead to stronger articulation. The Challenge: Research on the World Language (WL) profession concerning familiarity with proficiency‐based pedagogy is still lacking. Are WL professionals truly familiar with the World‐Readiness Standards for Learning Languages? Is the WL profession honestly acquainted with the Can‐Do Statements? What role do both basic tenets of our field play in K–20 articulation? [ABSTRACT FROM AUTHOR]

The Challenge: Does leadership matter? In K‐12 world language programs, will a program leader or primary evaluator who is a world language specialist have an impact on teacher practices? The lack of attention to school leadership in our field has left us guessing. Its time to focus research on the importance of program leadership. This large‐scale study used a survey to collect data on K‐12 world language program leadership and instructional practices in Massachusetts public schools, investigating associations between the presence of a program leader or primary evaluator who is a world language specialist and instructional practices, curriculum, and assessment. The study resulted in 383 individual teachers completed responses, representing 188 school districts. Multilevel regressions were fit for groups of questions focusing on different categories of instructional practices by educational level (elementary, middle school, and high school). Results indicate positive associations between a world language specialist in the role of program leader or primary evaluator and a number of teacher practices. Further research is needed to expand understandings of the role and impact of world language leadership at the K‐12 level. Program leadership is an important component of the school system that has largely been omitted in world language educational research. [ABSTRACT FROM AUTHOR]

The Challenge: The Challenge Statement: The inclusion of culturally and linguistically diverse (CLD) students is rarely addressed in Chinese Language Education. What is the potential of Chinese classrooms as sites for the inclusion of CLD students? This article presents findings from a systematic review and suggests a path forward for a more culturally responsive Chinese Language Education. Chinese as a world language has gained popularity in US K‐12 education over the past two decades. However, little attention has been paid to diverse populations in Chinese language classrooms and how the students' diverse cultural and linguistic backgrounds influence their experiences in Chinese programs. This article presents a research synthesis that examines cultural and linguistic diversity in US K‐12 Chinese language education research. It reveals the tendency of the field to oversimplify culturally and linguistically diverse (CLD) students into dichotomous groups (i.e., Chinese speaking vs. English speaking) and the inequitable representation of CLD populations as well as the underrepresentation of their experiences in the curriculum. The findings suggest that there is a need for the Chinese language education field to engage in critical conversations on diversity, and to make Chinese language teaching more culturally relevant and sustainable to the diverse populations it serves. [ABSTRACT FROM AUTHOR]

UNESCO and the Education Policy Center at American Institutes for Research have reported massive teacher shortages to exist around the globe. In the United States, an estimated 44 states and Washington, D.C. have experienced shortages of qualified world language (WL) teachers for decades. Limited research has addressed the reasons for this shortage and ways to remedy it. Out of concern about reduced enrollments specifically for WL teacher preparation programs, this study investigated recruitment and retention strategies used at two US Midwestern universities. Analysis of questionnaire data from preservice teachers and alumni revealed reasons why candidates chose WL education and persisted in the program. To improve the US WL teacher shortage, WL teachers, teacher educators, preservice teachers, and local, state, and national organizations must understand that they need to develop a symbiotic mutualistic relationship and collaborate more strategically to preserve, promote, and perpetuate WL education for global citizenship. The Challenge: The US teacher shortage crisis threatens the viability of world language programs that play a vital role in preparing students as global citizens. How can world language teachers, teacher educators, and preservice teachers join forces to remedy this shortage? What recruitment and retention practices positively impact program enrollment for universities? [ABSTRACT FROM AUTHOR]

This mixed‐methods study investigates the attitudes of middle and high school World Language (WL) teachers in Iowa regarding teaching students with disabilities (SWDs) as well as factors that relate to these attitudes. The study uses data from surveys of 41 Iowa WL teachers and semistructured interviews with eight. Survey data were analyzed using descriptive and inferential statistics and interview data were analyzed using thematic analysis. These findings were then combined for mixed methods analysis of WL teachers' attitudes toward teaching SWDs and factors related to differences in attitudes. Findings suggested middle and high school WL teachers in Iowa had positive attitudes toward the inclusion of SWDs in their classes, but there were nuances to this support. Several factors were found to relate to participants' attitudes, including their perceptions of the usefulness of their preservice and in‐service training, the level of administrative support, and the structure of the WL program. The Challenge: Federal legislation like the Individuals with Disabilities Education Act and position statements on diversity and inclusion by ACTFL support the inclusion of students with disabilities in general education classes, but what do World Language teachers think? What impacts these beliefs? Are World Language teacher attitudes similar to other content areas? [ABSTRACT FROM AUTHOR]

The article presents the author's views on the American Council on the Teaching of Foreign Languages (ACTFL), which offers opportunities for the professional growth and development of world language educators. ACTFL provides information on the state‐of‐the‐art research articles published in "Foreign Language Annals" and the 2022 ACTFL Annual Convention and World Languages Expo that will take place in November 18–20 in Boston, Massachusetts.

This large‐scale study used a survey to collect data on K–12 world language programming in Massachusetts public schools. Building off work by Pufahl and Rhodes (2011), this study focused on world language programs, program types, and languages offered, as well as student exclusion, program leadership, and the Seal of Biliteracy. The study resulted in 188 districts represented in the final data set, which was analyzed using descriptive statistics. Results indicate comparable findings to national data in terms of program and language offerings, with shifts in program type. Data further revealed patterns of student exclusion and trends in offering the Seal of Biliteracy. Although programs are most often led by a world language specialist, school principals are more likely responsible for teacher evaluation. Survey data were collected at the beginning of school closures due to COVID‐19, capturing a picture of K–12 world language education and a point of comparison for future research. The Challenge: How can we make progress in world language education without understanding K–12 programming? How can we lead change without knowing who the K–12 program leaders are and what responsibility they hold? And how can we advocate for inclusion of more students in our programs without knowing who is being excluded? [ABSTRACT FROM AUTHOR]

The purpose of this article is to provide a review of current research on two of the original ACTFL (American Council on the Teaching of Foreign Languages) research priorities areas, model teacher preparation programs and teacher oral proficiency, as well as a look at future directions for research in these areas. Driven by the call for continued research in the original articles, this article lays the foundation for future research on effective world language (WL) teacher preparation programs. Despite the premise from the original articles and the growth of teacher preparation programs built around the ACTFL/CAEP Standards, further research is necessary to fully realize the effects of teacher's proficiency levels on teacher effectiveness and student outcomes. The Challenge: High levels of teacher language proficiency have been widely accepted as a benchmark in World Language Teacher Education (ACTFL/CAEP, 2013). However, there remain little empirical data to connect teacher oral proficiency, classroom effectiveness, and student learning. This article calls for continued research in the interest of quality teacher preparation. [ABSTRACT FROM AUTHOR]

Spanish heritage language (SHL) programs are multiplying in the United States, but our understanding of what constitutes effective practices for administering such programs remains quite limited. The aim of this study is to identify successful SHL programs in postsecondary institutions nationwide and examine key characteristics that appear to be contributing to their success. A two‐part survey study was conducted for which 98 responses were received from 19 different states (80 for the first survey and 18 for the second). By means of a contrastive content analysis, results from 12 program participants (seven in the successful group and five in the unsuccessful group) where analyzed to determine key markers of success. The results pointed to four programmatic markers and four curricular markers. As Spanish or world languages departments undertake the task of building or redesigning their heritage courses, this study may help inform decisions on how to allocate resources and set priorities in order to enhance their chances of success. The Challenge: As heritage language programs multiply across the United States, what do we know about effective programmatic practices? What are successful programs doing? This study identifies successful heritage programs and compares them with unsuccessful ones in postsecondary institutions nationwide to reveal key characteristics that appear to be contributing to their success. [ABSTRACT FROM AUTHOR]

Recruiting qualified world language (WL) educators is a continuing challenge in the United States. Limited research has been conducted on attracting potential teacher candidates. Furthermore, recruitment materials are unavailable in target languages, making it difficult for existing WL teachers, as critical advocates for the profession, to incorporate recruitment into their instruction. This study discusses the findings from the implementation of an adapted teacher recruitment curriculum created for secondary students in Early College Experience (ECE) Spanish courses. Using data from pre‐ and post‐intervention surveys, responses to writing prompts, and post‐intervention focus groups, we found that the curriculum contributed to a slight increase in student interest in becoming WL educators, as well as interest in continuing language study beyond high school. However, several teaching‐related student concerns also surfaced, most notably salary and target language ability. We discuss implications for general and WL teacher recruitment, including the importance of targeting potential WL educators in their language classrooms. The Challenge: An ongoing critical shortage of world language (WL) educators in the United States threatens our ability to succeed on the global stage. How can we leverage perceptions of careers in WL education to attract more candidates to the profession? How can WL educators creatively incorporate recruitment into their curriculum? [ABSTRACT FROM AUTHOR]

This research explored the experiences of nine preservice teacher candidates of Spanish in world language teacher education programs at two higher education institutions implementing the Integrated Performance Assessment (IPA) as Student Teachers (ST), as well as perceptions of seven Cooperating Teachers (CTs) and the University Field Supervisor. This qualitative, multiple‐case study included data from interviews, focus groups, and classroom observations. Four themes emerged from the data analysis: (a) STs' preparation and CT's familiarity with the IPA; (b) STs' implementation of IPA and CTs' reactions; (c) impact of clinical experience on STs and CTs' pedagogical beliefs; and (d) professional development needs. The article concludes with recommendations for world language teacher certification programs and professional development opportunities for in‐service, CTs. The Challenge: Teacher candidates are expected to implement the Integrated Performance Assessment (IPA) during their clinical experience while their Cooperating Teachers' perceptions and familiarity of same are at all points on the spectrum. Without state standards in place to recommend or require the IPA of in‐service teachers, what can we learn from this experience in order to close the pre‐ and in‐service gap? [ABSTRACT FROM AUTHOR]

In an era of long‐standing world language teacher shortages, the preservice mentoring process has become even more critical. Using data from a national survey, this study provides a profile of PreK–12 world language cooperating teachers (CTs) and shares their beliefs about and perspectives on the teacher candidates with whom they work, their interactions with postsecondary stakeholders, their reasons for serving as CTs, and the challenges that inhibit the smooth and meaningful induction of new colleagues into the profession. Implications highlight opportunities for reform in world language teacher development. The Challenge: Despite their importance, the role and contributions of cooperating teachers (CTs) in world language teacher development (WLTD) remain underinvestigated. What can the profession learn about who WL CTs are and why they serve in this capacity? How do data from a national survey identify areas for improvement in WLTD? [ABSTRACT FROM AUTHOR]

This study explored whether form‐focused instruction (FFI) and peer corrective feedback (CF) facilitated vocabulary development during peer interaction (PI). Third‐semester learners of German were assigned to a PI group (peer interaction only), PI FFI group (peer interaction and form‐focused instruction), or PI FFI CF group (peer interaction, form‐focused instruction, and peer corrective feedback). Participants in all groups engaged in peer interaction activities, but only the PI FFI group and the PI FFI CF group received form‐focused vocabulary instruction on German nouns, along with their grammatical genders and plural forms. Only the PI FFI CF group was taught to provide feedback to peers during peer interaction. Results from a pretest and two posttests revealed that both experimental groups outperformed the control group on measures of productive and receptive vocabulary, grammatical genders, and noun plurals. In addition, the PI FFI CF group outperformed the PI FFI group on measures of productive and receptive vocabulary. These results highlight the importance of metacognitive instruction for vocabulary development during peer interaction. The Challenge: What do students gain from interacting with other learners in foreign language classrooms? What effects, if any, does peer interaction have on linguistic accuracy? How can language educators maximize the benefits of peer interaction in their classrooms? Video_Abstract_and_Discussion [ABSTRACT FROM AUTHOR]

Implemented in almost 900 teacher education programs across 41 states and the District of Columbia, edTPA is marketed as a content‐specific, standardized portfolio assessment of beginning teacher performance. However, concerns about edTPA and its content specificity are pervasive. To that end, the researchers surveyed teacher educators with World Language (WL) edTPA experience (N = 88) to ascertain their perceptions of the assessment, including its impact on teacher candidates, teacher education programs, and clinical placements as well as the resources required, support experienced, and consequences perceived as a result of its implementation. Using a framework of teacher education accountability, the researchers explored issues of control, content, and consequences related to power relationships and the WL edTPA, centering on the assessment's intended content specificity, while recounting an ACTFL task force's efforts in 2016 to influence the assessment's content. The Challenge: Accountability mandates from federal and state governments prompt teacher education programs to prepare teacher candidates for standardized assessments of teacher knowledge and skills, including teacher performance assessments like edTPA. With a critical language teacher shortage across the country, who controls the World Language edTPA, its content, and the resulting consequences? [ABSTRACT FROM AUTHOR]

National trends indicate that approximately half of world language instructor candidates in the United States struggle to meet the benchmark oral proficiency standard established by ACTFL (Kissau, 2014; Swender, 2003) and measured by the Oral Proficiency Interview (OPI). Given the critical instructor shortage, more needs to be done to help aspiring world language instructors to successfully complete this gatekeeper assessment. To help world language instructors develop the strong oral communication skills they need to successfully complete the OPI, an online, proficiency‐based interdepartmental course was designed to enhance the oral communication skills of nonnative speakers of Spanish, many of whom were aspiring K–12 Spanish instructors. Interview and OPI data suggested that the course succeeded in enhancing students' oral proficiency when communicating in Spanish. The study presents a collaborative model demonstrating how education and language and literature faculty can work together to better prepare the next generation of world language instructors. The Challenge: At a time of critical shortage, many aspiring instructors are denied access to the profession due to inadequate oral proficiency in the target language. How can faculty in language and literature departments and instructor preparation programs collaborate to help aspiring world language instructors develop the language skills they need? [ABSTRACT FROM AUTHOR]

This study reports the findings of a national survey on PreK–12 world language teacher development (WLTD), and was conducted in order to assist the profession as simultaneously it confronts the intersecting challenges of a nationwide world language (WL) teacher shortage, strives to meet new teacher preparation standards, and ensures the future of language teaching and learning in American schools. The 164 methods instructors (MIs) described the contexts in which they address pre‐service candidates' needs and aspirations, and shared their opinions on the current status of WLTD, the perceived impediments to promoting its well‐being, and the structures that are necessary to guarantee success in providing superior teachers for tomorrow's language learners. Implications for the profession are explored. The Challenge: Anecdotally, methods instructors have suggested that a crisis exists in world language teacher development (WLTD) affecting the recruitment and retention of teacher candidates. How do empirical data derived from a national survey inform an understanding of this crisis? What implications for preparing future WL teachers may be drawn? [ABSTRACT FROM AUTHOR]

This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content-based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I-PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary for teachers to effectively implement CBI. Through descriptions of the participant's knowledge and experiences, the case study documents the I-PCK model in action, highlighting her strengths when integrating both academic content and world language learning and allowing specific areas that were in need of further development to be pinpointed. Findings suggest that the model can inform the work of language teacher education and professional development focused on CBI. [ABSTRACT FROM AUTHOR]

Second language acquisition research on the immersion context has focused primarily on study abroad, revealing the extent to which that context promotes learners' developing linguistic and intercultural competence. However, little research has examined linguistic development in intensive, domestic immersion contexts. This study investigated the extent to which target language interactions in a seven-week domestic immersion program predicted the acquisition of linguistic features that are not present in the learners' native language or taught in the classroom. In addition, it addressed the way in which learners' affective characteristics may account for variability in linguistic outcomes. Data obtained for 98 participants-including self-reported individual variability questionnaires, language contact surveys, and questionnaires measuring the accuracy of left-headed noun-noun compounds, verb-particle constructions, and resultatives-showed an association between the development of these syntactically complex structures and the amount of interaction with target language speakers in which participants reported engaging. Some participants also reported positive changes in their affective characteristics due to their participation in the intensive domestic immersion program. By emphasizing how language reflects the participants' social environment, this analysis suggests that the contextual properties of a domestic immersion program can support language learners' acquisition of syntactically complex linguistic elements. [ABSTRACT FROM AUTHOR]

Youth Participatory Action Research (YPAR) requires students to use language in myriad ways as they define a problem, design and conduct an original research project, disseminate their findings, and take change-seeking actions in their community. YPAR embeds language development in community-centered and cross-disciplinary work and empowers youth as valuable knowledge producers and change agents in their community. In so doing, it offers a unique opportunity to world language teachers, particularly those of heritage speakers, who are looking for ways to address the World-Readiness Standards (National Standards Collaborative Board, 2015), meaningfully incorporate best practices, and affirmatively engage their students. This article details YPAR's connection to existing world language methods and standards, offers an example of YPAR in practice, and presents the results of a study examining teachers' and heritage language learners' observations of learner growth using the NCSSFL-ACTFL Can-Do statements as a result of their participation in a course-embedded YPAR project. Findings demonstrated that students had positive mean gain scores across all categories of communication skill and all but one student finished the semester performing above grade level in at least three of the five communicative domains. The largest gains were for written and spoken presentational communication. [ABSTRACT FROM AUTHOR]

Previous research has examined world language classroom-based assessment practices as well as the impact of the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999) on practice. However, the extent to which K-12 teachers' assessment practices reflect national and state standards has not been made clear. This article presents a multiple case study examining how the classroom-based assessments used by four secondary world language teachers provided insight into students' progress toward achieving the competencies that are specified by Ohio's Learning Standards for 9-12 World Language Programs and the five goal areas as they were described in the 1999 version of the nationally accepted standards framework. Qualitative analysis of assessment artifacts and interview transcripts showed that assessments principally targeted presentational writing and interpretive reading and that some assessments did not directly align with any of the goals or standards. Findings provide continuing evidence to support the results of the Standards Impact Survey (ACTFL, 2011) and have implications for world language teachers' professional development needs and the role of standards in world language education. [ABSTRACT FROM AUTHOR]

Students enrolled in world language classes experience many positive academic and developmental outcomes, and world language classes are often gateways to institutions of higher education in the United States. However, not all learners have access to world language classes. Differences in language class availability exist not only between school districts but also within individual districts. The purpose of this study was to explore world language offerings and middle and high school enrollment patterns across different school contexts in four large local education agencies in North Carolina during the 2013-2014 academic year. Findings indicated that more choices and levels of languages were offered in schools where 50% or more of the students were white. In addition, results from chi-square tests revealed that African American and Latino male students were consistently underrepresented in world language classes. Implications for students and policy makers are discussed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including research in world language teaching and learning; and the framework for understanding linguistic development in massively‐multiplayer online games.

In response to the call for improving teacher candidates' familiarity with the assessment tasks and format of the edTPA (Hildebrandt & Swanson, 2014), this single case study investigated the reflective writing development of Jena, a K-12 Spanish teacher candidate, and her evolution in a pedagogy that focused on the development of writing two reflective genres: personal private reflection (PPR) and critical academic reflection (CAR). Findings from functional linguistic analysis provide insights into the impact of explicit instruction in the organizational and linguistic features of CAR and clearly differentiate it in function and purpose from PPR. The linguistic analysis is supported by qualitative data regarding Jena's writing development and her performance on the edTPA. Data suggest that further research could investigate the positioning of PPR as a resource for developing CAR in ways that value the contribution of each type of writing in supporting the development of teacher candidates as individuals and as professionals. [ABSTRACT FROM AUTHOR]

Because foreign language teacher candidates in Mississippi are required to pass the Praxis II: World Language Test for licensure in French, German, and Spanish, faculty at the institution under consideration sought to better understand their candidates' readiness for this assessment experience. This article describes how faculty modified students' learning experiences, ultimately leading students to success on the Praxis II: World Language Test by emphasizing the test requirements, clarifying proficiency expectations with students, altering instructional practices, strengthening the curriculum, developing new courses, and creating new K-12 partnerships. Challenges related to program development are also discussed. [ABSTRACT FROM AUTHOR]

The article presents the discussion on world language education understanding of stakeholder needs relating to more targeted challenges and contexts.

This article adds to the limited body of research on study abroad for experienced world/foreign language teachers. It describes a 3-week institute sponsored by the National Endowment for the Humanities that took place in Lyon, France, during summer 2007. The study examines the institute's impact on a wide spectrum of the professional lives of the 30 teacher participants. Following a qualitative research paradigm, the study reports on the teachers' perspectives of further development of their proficiency in French and the expansion of their knowledge of cultural products, practices, and perspectives of France and Lyon. The study describes the curricular and instructional changes teachers made due to their participation and reports on the impact of the institute on their professional lives outside the classroom. [ABSTRACT FROM AUTHOR]

Fairy tales are certainly not new to foreign language instructors, but on occasion they have been considered either exoteric or unworthy of class time. Yet today there is a resurgence of interest in fairy tales and a rebirth of their use in the arts, which may serve foreign language instructors. This article presents historical background to inform instructors of the origin and development of European fairy tales, while also providing them with necessary information to answer students' questions on fairy tales. It further describes how the author weaves fairy tales into classes on several levels and illustrates how well the tales lend themselves to the learning of other languages and cultures. Course details offer instructors some essentials that may prove beneficial in designing their own courses. [ABSTRACT FROM AUTHOR]

The article presents a case study of preservice world language teachers. It evaluated a transition from world language education methods at one of the major universities in the U.S. to a five-week field experience in secondary schools. Data analysis of this study served to identify the three teacher profiles such as the communicative (CLT) teacher, the grammar-translation, and the hybrid of the two profiles. Further discussed are the results and the implications for university methods courses, field experiences, and professional development.

The article offers the author's insights on the importance of collaboration of language teachers within the field to ensure the cohesive preparation of teachers. Topics include the challenges facing world language teacher education, how language teachers can become successful in their profession, and the need to share information among language and methods professors.

The article offers the author's insights on the importance of integrating universal language education the U.S. schools. Topics include the global core competencies, the "Languages for All?" conference held at the University of Maryland on September 30, 2013, and the "Mapping the Nation" project established in North Carolina, which advocates world language education for student's preparation in their profession.

The article offers the author's insights on collaboration and creativity skills within the context of the World Languages 21st Century Skills Map, which is created by American Council on the Teaching of Foreign Languages (ACTFL). The author says that learning demands complexity in collaborative thinking. She mentions doctor Neri Oxman, who used the book "El libro de los seres imaginarios," by Jorge Luis Borges as the inspiration for her designs in architecture.

In this article, the author focuses on world language study programs and discusses the contribution of the American Council on the Teaching of Foreign Languages (ACFTL). She thanked Bret Lovejoy, Executive Director of ACFTL, who played an important role in positioning world language education alongside the other core curricular areas under the U.S. Education Department. She further mentions about her meeting with the U.S. Secretary of Education Arne Duncan along with Toni Theisen, ACTFL National Teacher for the year 2009.

Information about the National Briefing on Language and National Security on January 2002 held in Washington D.C. Co-host of the event Robert Slater stated that the September 11 terrorism revitalized the recognition that continued ignorance of world cultures and world languages represents a threat as a whole. The role of foreign language in a much broader context was highlighted during the briefing to raise awareness of the continuing need for support of foreign language teaching. It is indicated that foreign language advocates need to keep the issue in front of the public in a timely way.

The article presents a reprint of the article "Towers of Babble," by Richard Lederer, which appeared in the November⁄December 1999 issue of "Last Laugh." The reprint focuses on the use of English as universal language but not always well. This language is acknowledged by foreign students. Travelers flub with how to translate English they usually encountered somewhere abroad. The errors, specifically Tinglish error-and the English terror have sprang out of a hotel brochure or sign.

A calendar of events by the American Council on the Teaching of Foreign Languages (ACTFL) from June to October 2013 is presented including the American Classical League Annual Institute in Memphis, Tennessee on June 27-29, the American Association of Teacher of Spanish and Portuguese Conference in San Antonio, Texas on July 8-11, and the Housing Registration deadline for the ACTFL Annual Convention and World Languages Expo 2013 in Orlando, Florida on October 24.

The article offers the author's insights regarding the importance of research in world languages education. The author says that language education field benefits from inquiry methods since they are the most valid, helpful, and reliable while quantitative research covers significant needs in the field. She also mentions qualitative design, mixed-methods studies, and action research.

A calendar of foreign language-related conferences for September and October 2011 is presented including the Kentucky World Language Conference at Hilton Lexington Downtown Hotel on September 16-18, Texas Foreign Language Association Fall Conference in Houston, Texas on October 13-15, and Connecticut Council of Language Teachers Fall Conference: World Languages: Portal to the Future at Crowne Plaza on October 31.

The article presents the policy statement of the National Council for Languages and International Studies (NCLIS). It is noted that the NCLIS endorses the study of the world languages in addition to English to assist in meeting national interests related to issues such as national human and security challenges, and the need for an internationally competent workforce. It also highlights NCLIS' endorsement of integration in other content areas for teaching language and culture.

The article reports on the recognition received by several members of the American Council on the Teaching of Foreign Languages with the National Board Certification in World Languages Other Than English in the U.S. According to the report, foreign languages teachers have become eligible for certification as National Board Certified Teachers (NBCT) provided the certificate. This NBCT designation has been offered by the National Board for Professional teaching Standards, a non-profit, independent board created in 1987 to advance the quality of teaching and learning by maintaining high and rigorous standards for what accomplished teachers should know and be able to do.