Curriculum, instruction, and assessment: A snapshot of world language education in Massachusetts

Abstract

AbstractThis large‐scale study used a survey to collect data on K‐12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate encouraging signs in the adoption of core proficiency‐based instructional practices, thematic curriculum design, and the use of performance‐based assessments. Further support for teachers in how to implement these practices is needed, along with attention to school leaders who may have no background in world language education but are tasked with supporting and evaluating world language teachers. Survey data were collected at the beginning of school closures due to COVID‐19, capturing a picture of K‐12 world language education and a point of comparison for future research.