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Spanish teachers' feelings of self-efficacy can provide an important measure of their abilities to be effective in the classroom and, perhaps, affect student achievement. There is a need for qualitative research focused on the lived experiences of inservice foreign language teachers while they are immersed in the target culture in order to better understand how those experiences can affect their instructional practices and teacher efficacy. Therefore, the purpose of this study is to examine current Spanish teachers' feelings of self-efficacy while participating in a summer study abroad program in Costa Rica. The following research question guided this inquiry: How does the study abroad experience affect Spanish teachers' feelings of self-efficacy as it relates to language proficiency and instructional practice? A multiple case study design (Stake, 2006) was employed using multiple data sets to analyze the participants' lived experiences while studying in Costa Rica during the summer of 2014. Four participants were selected that met the following criteria: (1) studying abroad in Costa Rica during the summer of 2014; (2) currently enrolled in a master's program in Spanish education; and (3) currently teaching Spanish in a 7-12 setting in the United States. The following data sets were collected from the participants: (1) individual participant interviews; (2) in-country observations of interactions; and (3) participant reflection journals. Three themes emerged from the findings: (1) after spending time in the target culture, all participants realized deficiencies in their language skills; (2) all participants developed a better understanding of their own students as a result of being a foreign language learner; and (3) all participants were committed to using the target language (Spanish) in their classrooms at least 90% of the time.

The purpose of this qualitative inquiry was to understand how four in-service Spanish teachers interpreted their participation in a summer study abroad program and how the experience contributed to their ongoing professional development and language proficiency. Using a multiple case design (Simons, 2009; Stake, 2005; Yin, 2009), the researchers conducted interviews, recorded field observations and collected participant journals. By analyzing these teachers' voices, it was found that the experience revealed a new-found realization of their language proficiency and its impact on their professional practice. A salient finding of the study abroad experience was that these teachers expressed a commitment to further develop their language skills outside of the classroom. Implications for foreign language educators include the need for sustained professional development that focuses on both content and proficiency.

The effects of study abroad on students' language proficiency have been analyzed using a number of measures such as surveys, questionnaires and oral proficiency exams (Collentine, 2004; Freed, 1995; Segalowitz, & Freed, 2004). Furthermore, researchers have sought to determine the proficiency gains of study abroad (SA) students by comparing them to those who remained on campus or at-home (AH) (Félix-Brasdefer, 2004; Hernández, 2010; Isabelli-García, 2010). Although the Oral Proficiency Interview (OPI) and Simulated Oral Proficiency Interview (SOPI) have been used to measure the effects of study abroad (Davidson, 2007, 2010; Freed, So, & Lazar, 2003; Magnam, & Back, 2007), a review of the literature reveals that the Oral Proficiency Interview by Computer, the OPIc, has not been used to assess potential proficiency gains. Therefore, the purpose of this study was to measure oral proficiency gains among study-abroad (SA) and at-home (AH) students over the course of one semester, using the OPIc. This study presents a relevant contribution to the literature because (1) it builds upon previous empirical studies designed to assess the effects of a semester-long study abroad experience on students' language proficiency, in comparison to those who remained on campus; and (2) uses the OPIc as the measurement instrument. The two primary research questions are: (1) Is there a significant difference in the oral proficiency levels, as measured by the OPIc, between SA and AH students prior to a semester-long study abroad experience? and (2) Is there a significant difference in the oral proficiency levels, as measured by the OPIc, between SA and AH students after a semester-long study abroad experience?

Substitute teachers are an important part of students' K-12 educational experience and can have an impact on students' learning. However, without proper training or guidance, substitute teachers are often asked to merely monitor students as they complete worksheets or watch videos. Finding substitute teachers for foreign languages (such as Spanish) can be challenging due to the specialized nature of the content. Therefore, the purpose of this article is to present strategies that will allow non-Spanish-speaking substitute teachers to implement engaging classroom activities.

Background. There is currently a need to assess the effectiveness of and student comfort with content-based, online Spanish instruction at the university level. Purpose. The purpose of this study was to analyze students' perceptions of the effectiveness of a blended (face-to-face and online) university course in comparative Spanish grammar and the extent to which, if any, it had an impact on their perceived levels of instructional and linguistic comfort with online learning. Methods and Results. Nineteen students (N=19) completed the pre and post-course surveys which assessed their overall comfort levels associated with reading, writing and speaking Spanish within the context of the blended course design. In addition, students were asked to give their impressions and feelings of satisfaction and accomplishment at the conclusion of the course. Results indicate significant improvements in students' comfort levels related to (a) the course and the online design, (b) speaking Spanish and (c) using Blackboard to study Spanish. Students also concluded that their Spanish grammar improved and that they learned the course material, felt challenged, and enjoyed a sense of community. Conclusions. Given the prevalence of online classes and degree programs, this study supports the notion that online content in Spanish can be effectively designed in a manner that allows students to learn the material, which supports their overall language development. [ABSTRACT FROM AUTHOR]