Volume 03 - Issue 1

Article Examining teacher dispositions and high-leverage practices in university Spanish courses.

Author
Borden, Rebecca
Volume
Volume 03 - Issue 1
Date Issued
2022-11-01
Keywords
high-leverage practices; teacher development; higher education; Spanish
Publisher
University of Hawaii National Foreign Language Resource Center; (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)
URI/DOI
/10125/69869
PDF
Citation
Borden, R. (2022) Examining teacher dispositions and high-leverage practices in university Spanish courses. Second Language Research & Practice, 3(1), 81–100. http://hdl.handle.net/10125/69869
Record Details
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Abstract
The quality of instruction in introduct­­ory language classes can be widely variable. The purpose of this qualitative case study was to uncover the teacher dispositions and high-leverage teaching practices (HLTPs) enacted by five highly rated university Spanish instructors at a doctoral-level university in the southwestern United States. A series of classroom observations and in-depth interviews were conducted to reveal detailed accounts of introductory language instruction in real time. The findings indicate that highly rated instructors establish meaningful connections with students personally and academically in the target language (TL) and employ a number of HLTPs in their introductory language courses. The findings have implications for language program development, as specific dispositions and HLTPs may contribute to positive language-learning experiences.