AbstractIntercultural competence and social justice are increasingly becoming priorities in university-level second language (L2) teaching in the United States. However, previous research demonstrates that, in many departments, deep-rooted instructional practices remain at odds with these objectives. This qualitative study, based on semi-structured interviews, explored the experiences of nine language program directors (LPDs), responsible for shaping and overseeing undergraduate instruction, who worked at nine different four-year colleges and universities in the United States during 2021-2022. It aimed to identify (a) the primary teaching methods used in their departments and (b) self-reported obstacles encountered in effecting pedagogical change. Findings revealed a heavy reliance on communicative approaches, frequently accompanied by goals to prioritize social justice and intercultural competence, which were hindered for some participants by institutional, departmental/programmatic, resource, knowledge/skill, and attitudinal barriers. Recommendations are provided for minimizing such obstacles, promoting democratic sharing of pedagogical knowledge within departments/programs, and enabling evidence-based pedagogical change.
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