Action Research in the World Language Classroom

The current thrust in the field of education is to improve teachers' understanding of how research
on best practices can improve student learning. The field of world language education introduces a
double, perhaps a triple, bind: teachers must be able to design and deliver instruction that aligns
with national expectations for developing students' language and intercultural abilities for success
in the global workplace, yet in schools across America, all K-12 students do not have the
opportunity to study languages, even though research supports their astonishing facility for
acquisition. Schools and teachers without resources, including time to investigate and implement
evidence-based best practices, are ultimately held accountable for student performance. If world
language teachers are to advocate for languages, they must use their expertise and share evidence
of their students' progress.
The American Council on the Teaching of Foreign Languages (ACTFL) recently began
development of a national research priorities agenda for grades preK-16. Action research, which is
classroom-centered and inquiry-based, can contribute to our profession's efforts, as it helps us to increase awareness of the critical need
for language study in grades preK-16. World language teachers can become teacher-researchers in their own classrooms, gathering
deeply meaningful insights into their students' progress that they can share with others. Teacher-researchers investigate innovative
approaches in response to their questions about teaching and learning, which are rooted in daily experience. They engage their students
in fresh learning activities, and student feedback helps them to make better decisions about instructional and assessment strategies.
Results can be shared with stakeholders, including parents, administrators, school board members, and guidance counselors, as
evidence of what all kinds of students can do in languages.
At a time in our history when we are striving to prepare teachers for 21st-century schools that prioritize global competence, Action
Research in the World Language Classroom is a timely resource for the profession. It describes a natural, engaging, motivating way to
contribute, particularly for preservice teachers who are shaping their views and
understanding about world language instruction and the connections between research and
best practices. The book includes four studies conducted by preservice teachers during their
student teaching internships in North Carolina public schools. The editor hopes that their
work and observations will inspire and assist world language educators at all stages of their
careers.