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…

The purpose of this qualitative, interpretive study was to investigate general education K-12 teachers' perceptions of instructional practices and professional development for teaching Spanish as a first language English Language Learners. Specifically, I investigated the instructional practices and professional development experiences of K-12…

Language education and schooling are important topics in post-conflict contexts. This study explores the existing situation of mother tongue education in the de facto Abkhazia. The study had the following research questions: (1) What was the ethnic composition of Abkhazia during the Soviet Union, and how Russian occupation changed it? (2) How well…

English language learners need instructional strategies that could bridge the gap between them and native English speakers. The problem is that English language learners have limited English proficiency, and they could perform at a higher academic level when their teachers deliver effective instructional techniques. It is vital for teachers to…

The authors examined the outcomes on several measures of world language teacher preparedness, including university- and state-mandated summative evaluations and the edTPA portfolio assessment, for seven world language teacher candidates during their final semester of clinical practice. The candidates were enrolled in an initial certification…

This fact sheet provides demographic information for the young Dual Language Learner (DLL) population in Georgia, based on Migration Policy Institute (MPI) analysis of U.S. Census Bureau American Community Survey (ACS) data pooled over the 2011-15 period. DLLs, defined as children ages 8 and under with at least one parent who speaks a language…

This study examines the academic experiences of heritage Spanish-speakers who were placed in a traditional Spanish class for non-Spanish speakers at the secondary level. Each of the participants in the study demonstrated advanced-levels of oral proficiency in Spanish yet each was placed in a beginning-level Spanish class. An ethnographic case…

Unknown is the extent to which restrictions imposed on Latino students' first language undermines their ability to learn and how these limitations impact their attrition rate. The purpose of this study was to describe Latino students' lived experiences of acquiring English as a second language in the academic context. Five Latino students…