World language programming and leadership in K–12 Massachusetts public schools
Bibliographic Data
| ID | 8938523 |
|---|---|
| Authors | Catherine Ritz (0000-0002-9935-2932, Department of Teaching & Learning Boston University Wheelock College of Education & Human Development Boston Massachusetts USA, corresponding author), Nicole Sherf (0000-0002-9045-2312, Department of World Languages & Cultures Salem State University Salem Massachusetts USA) |
| Year | 2021 |
| Volume | 54 |
| Issue | 2 |
| Pages | 476-504 |
| Publication date | 2021-04-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12519 |
| OpenAlex | W3156036167 |
| Language | EN |
| Citations received | 3 |
| References cited | 16 |
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
Descriptive statistics · Mathematics education · Pedagogy · Qualitative property · Sociology · Statistics · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Questionnaires in Second Language Research
Student Attrition from Traditional and Immersion Foreign Language Programs
National Standards
Myths About Foreign Language Learning and Learning Disabilities
Exploring the effects of foreign language instructional practices on student proficiency development
The Seal of Biliteracy
Foreign Language Education, Academic Performance, and Socioeconomic Status
Students With Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption
The Seal of Biliteracy
Prioritization of K–12 World Language Education in the United States
Foreign Language Instruction in U.S. Schools
Standards for Foreign Language Learning
| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |