World language programming and leadership in K–12 Massachusetts public schools. (14th April 2021)

• Record Type: Journal Article
• Authors: Ritz, Catherine; Sherf, Nicole
• Is Part Of: Foreign language annals. Volume 54:Number 2(2021)
• Page Start: 476
• Page End: 504
• Publication Date: 2021-04-14
• Subjects: articulation -- elementary -- learner characteristics -- program implementation -- secondary; Languages, Modern -- Study and teaching -- Periodicals; 418.0071
• DOI: 10.1111/flan.12519
• Languages: English
• ISSNs: 0015-718X

Abstract

Abstract: 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?