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The purpose of this study was to investigate: (1) the extent to which world instructors report using specific communicative instructional strategies; (2) the difference between instructional strategies used by ESL only instructors, versus instructors of ESL and foreign languages, or instructors of only foreign languages; (3) the relationship between instructors* academic preparation and target language use in class; and (4) the relationship between instructors* pedagogical beliefs about second language learning and their reported target language use in class. The World Language Communicative Instructional Strategies Survey was administered to world language instructors from three academic institutions. Upon sending two requests, 48 instructors returned usable instruments (55%). Descriptive statistics revealed extensive use of communicative instructional strategies, yet a difference in application of these strategies exists. A comparison of means revealed that assuring that students learn collaboratively in 85% to 100% in target language, integration of all four language skills, and assuring students* independent target language practice were applied less than other strategies. ESL instructors reported a higher use of communicative instructional strategies than instructors of ESL and foreign languages, or foreign languages only. A comparison of means indicated the differences in communicative instructional strategies use are in integration of all four language skills and in assuring 85% to 100% in-target-language collaborative learning. Findings also revealed a discrepancy between the reported use of communicative instructional strategies and the academic preparation received in order to do so. This study provides implications for the preparation of world language instructors. Specifically, the findings focused on mastery of language taught, on specific instructional methodology courses, and the practicum experience.

Since the inception of the Kentucky Educational Reform Act in 1990, Kentucky has undergone numerous educational changes. Regarding world languages, recent changes include a new state World Language Standard, a K-12 world language program review, and university language proficiency entrance requirements. These changes create an interesting context in which world language educators negotiate their perceptions and pedagogical choices. This study explored the perceptions, influences, and pedagogical choices of one Kentucky world language educator regarding language proficiency and cultural tools of context, standards and assessments. A constructivist framework guided the case study design. Data collection included interviews, observations, and artifact collection and data analyses followed the comparative analysis process (Yin, 1994; Merriam, 1998). Findings suggest that the participant's perceptions of language proficiency reflect characteristics of the communicative competence language proficiency model of Uso-Juan and Martinez-Flor (2008). In addition, the participant's pedagogical choices regarding context, standards and assessments reflect organizational, policy, and personal influences (Grant, 2003) and characteristics of mediated action (Wertsch, 1998). This study highlights the importance of understanding world language educators' perceptions during a time of contextual change and the need for professional development supporting educators’ pedagogical choices.

The flipped classroom is a teaching method where students access instructional materials outside of class through teacher-made videos or readings so that time spent in-class with the instructor can focus on collaboration and student-driven practice. This instructional practice has gained popularity worldwide at the secondary and post-secondary level because of its perceived benefits for students. Such benefits include higher test scores and proficiency, more frequent interactions between teachers and students, increased content knowledge and application, and improved motivation and attitude towards a course. Although worthwhile, much of the research lacks details of teacher perspectives on the method and its use in secondary, world-language classes, specifically in the state of Utah. This study analyzed the responses of 33 world-language teachers in the state of Utah to questions about their training on the flipped method, their use of it in the classroom, and their views on the advantages and disadvantages of the technique. The purpose of this study was to understand how world-language teachers in the state of Utah are using the flipped method and to identify the advantages and disadvantages of the method from a world-language teacher's perspective. The key data source for this qualitative study was a 22-question electronic survey. The results of this study indicate that although there is a moderately high rate of training for teachers on the flipped method, there is a low rate of implementation among the world-language teachers. In addition, teachers responded that their top three advantages of the flipped method include allowing more one-one-one time between teacher and student, allowing for self-paced learning of students, and proving a more in-depth study of course material. Participants also acknowledged the top challenges to the flipped method to be an increased workload outside of class for both teachers and students, students being less-able to complete in-class activities without proper preparation and a lack of student motivation. Possible areas of future research are recommended.

This qualitative study investigates how and why students pay attention and engage in a German Level One class in a public high school in Utah. Data were collected from surveys, classroom observations, video/audio recordings, and interviews. Findings indicate that three major factors influenced student engagement during this study-type of motivation (extrinsic or intrinsic), type of learning activity (individual, partner, or class), and the mode of activity (technology, paper, or speaking). Additional findings offer support for the idea that metacognition may enhance language learning.

The aim of this study was to examine the current proficiency strengths and weaknesses of practicing K-12 non-native WL teachers in the states of Utah and Oklahoma. Data were gathered through a survey and the OPIc diagnostic grid. The results revealed what features of Function, Accuracy, Content, and Text Type were strengths and weaknesses for OPIc ratings Intermediate High, Advanced Low, Advanced Mid, and Advanced High. The self-reported OPI scores compared to the OPIc scores found an encouraging rate of TL maintenance and improvement. The language maintenance activities reported by the participants revealed the frequency with which they engage in those activities.

Diplomová práce se zabývá pohledem dětského vypravěče na andský svět. Tato perspektiva je analyzována na základě románů dvou peruánských spisovatelů: Hluboké řeky od José Maríi Arguedase a Kronika ze San Gabriel od Julia Ramóna Ribeyra. Práce je rozdělená na teoretickou a analytickou část. Teoretická část pojednává o indigenistickém literárním proudu, životě autorů a románu formování. Analýza uvedených děl je rozdělena do tří částí: tematický, kompoziční a jazykový plán. Tematický plán reflektuje konfrontaci dvou světů (andský a západní) a motivy, které romány sdílejí. V kompozičním plánu jsou rozebrány veškeré náležitosti související s kompozicí děl a navíc výsledek dosaženého vývoje ústředních protagonistů. Jazykový plán se zaměřuje na postavu vypravěče a rozbor využitých jazykových prostředků. V závěru je vyhodnocený rozdílný pohled hrdinů na andský svět. Klíčová slova: andský svět, západní svět, motiv, kompozice, vývoj, vypravěč, jazykové prostředky My thesis deals with a child narrator's point of view at the Andean universe. This perspective is analysed on the basis of novels by two Peruvian writers: Deep River by José María Arguedas and Chronicles from San Gabriel by Julio Ramón Ribeyro. The diploma work is divided into theoretical and analytical part. The theoretical part talks about...

The thesis represents the position of French language on international scene, its role in the formation of patriotism of French nation and its development within the European Union. This thesis is concerned with the reasons which raised French language to an international and diplomatic language and which led to the weakening of its influence in the world. The thesis analyzes the language policy of France and institutions supporting the francophonie which care for protection and maintenance of French in the European and worldwide bases. Not least, there is outlined the importance of French language in the process of European integration and its current mission in the institutions of European Union.

This essay aims to investigate which countries and geographical regions are most prevalent in literary texts in coursebooks published before and after the curriculum change in 2011, as well as determining if there is a greater diversity of countries and regions represented in the coursebooks published after 2011. A content analysis was used as well as studies by various researchers to investigate the literary texts in the coursebooks. Ten coursebooks published before and after 2011 were analyzed by using the four categories text origin (i.e. country of original publication), author, setting and character to answer the research questions for this thesis. This study concludes that coursebooks published before 2011 do not meet the requirements for the current national curriculum, whereas coursebooks published after 2011 show a much broader diversity in countries represented and meet the current curriculum requirements. / Syftet med denna uppsats är att undersöka vilka länder och geografiska regioner som dominerar i litterära texter i kursböcker tryckta innan och efter läroplansövergången i 2011, samt att se om det finns utveckling gällande antalet olika länder som representeras i dessa kursböcker innan och efter 2011. En innehållsanalys har använts såväl som rön från olika forskare för att undersöka ämnet. Tio kursböcker som är tryckta innan och efter 2011 har analyserats i de fyra kategorierna textursprung, författare, miljö och karaktärsursprung som har använts för att kunna besvara frågorna i denna uppsats. Denna studies slutsats är att kursböckerna som är tryckta innan 2011 inte möter målen och kraven i den nuvarande nationella läroplan, medan böckerna som är tryckta efter 2011 visar en mycket bredare mångfald i de länder som representeras och därmed möter gällande mål och krav från gymnasieskolans läroplan.

The primary goal of this study was to identify how middle school language teachers bridge the skills acquired and strategies taught in an elementary school language program with the skills taught and practiced at the middle school level. The study will answer in detail this question: What perceptions do middle school teachers form regarding their students' language skills and how do these perceptions impact a world language program? By identifying the language teachers' current perceptions as they relate to their lesson design and delivery, school districts may find relationships between the teachers' perceptions of their students' language abilities and the program's perceived benefits or deficiencies. The researcher examined a middle school language program through the participation of language teachers from three middle schools in an urban setting. The findings indicate that teachers in the program can improve the delivery of their instruction by implementing strategies identified as necessary for the continued growth of the program and for students' acquisition of the language skills needed in the 21st century. Three themes derived from the findings and results of this study are: 1) collaborating with the teachers from the previous level; 2) using question and answer techniques and; 3) minimizing the amount of time used for review. / Educational Administration