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.

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.