World language programming and leadership in K–12 Massachusetts public schools

This large‐scale study used a survey to collect data on K–12 world language programming in Massachusetts public schools. Building off work by Pufahl and Rhodes (2011), this study focused on world language programs, program types, and languages offered, as well as student exclusion, program leadershi...

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Bibliographic Details
Published in:Foreign language annals 2021-07, Vol.54 (2), p.476-504
Main Authors: Ritz, Catherine, Sherf, Nicole
Format: Article
Language:English
Subjects:
articulation
Awards
Bilingual education
Bilingualism
COVID-19
Curricula
Curriculum Design
Educational Environment
elementary
Elementary education
Elementary Secondary Education
Individualized Education Programs
Instructional Leadership
International Education
Kindergarten
Language instruction
Language Teachers
Leadership
learner characteristics
Literacy
Multilingualism
Pandemics
Polls & surveys
Principals
program implementation
Public Schools
School Closing
School Districts
Second Language Instruction
Second Language Learning
Second Language Programs
secondary
Secondary education
Specialists
Students
Teacher Evaluation
Teaching
Teaching Methods
Trend Analysis
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Summary:This large‐scale study used a survey to collect data on K–12 world language programming in Massachusetts public schools. Building off work by Pufahl and Rhodes (2011), this study focused on world language programs, program types, and languages offered, as well as student exclusion, program leadership, and the Seal of Biliteracy. The study resulted in 188 districts represented in the final data set, which was analyzed using descriptive statistics. Results indicate comparable findings to national data in terms of program and language offerings, with shifts in program type. Data further revealed patterns of student exclusion and trends in offering the Seal of Biliteracy. Although programs are most often led by a world language specialist, school principals are more likely responsible for teacher evaluation. 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. The Challenge How can we make progress in world language education without understanding K–12 programming? How can we lead change without knowing who the K–12 program leaders are and what responsibility they hold? And how can we advocate for inclusion of more students in our programs without knowing who is being excluded?
ISSN:0015-718X
1944-9720
DOI:10.1111/flan.12519