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Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic: Results of a Nationwide Questionnaire

Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic: Results of a Nationwide Questionnaire

Francis John Troyan, Emre Başok, David R. Carr
Copyright: © 2022 |Pages: 17
ISBN13: 9781799877202|ISBN10: 1799877205|ISBN13 Softcover: 9781799877219|EISBN13: 9781799877226
DOI: 10.4018/978-1-7998-7720-2.ch002
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MLA

Troyan, Francis John, et al. "Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic: Results of a Nationwide Questionnaire." Handbook of Research on Effective Online Language Teaching in a Disruptive Environment, edited by Jean W. LeLoup and Pete Swanson, IGI Global, 2022, pp. 24-40. https://doi.org/10.4018/978-1-7998-7720-2.ch002

APA

Troyan, F. J., Başok, E., & Carr, D. R. (2022). Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic: Results of a Nationwide Questionnaire. In J. LeLoup & P. Swanson (Eds.), Handbook of Research on Effective Online Language Teaching in a Disruptive Environment (pp. 24-40). IGI Global. https://doi.org/10.4018/978-1-7998-7720-2.ch002

Chicago

Troyan, Francis John, Emre Başok, and David R. Carr. "Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic: Results of a Nationwide Questionnaire." In Handbook of Research on Effective Online Language Teaching in a Disruptive Environment, edited by Jean W. LeLoup and Pete Swanson, 24-40. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7720-2.ch002

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Abstract

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.

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