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This seminal handbook provides a comprehensive overview of the research on world language education and how that research can transform into effective and daily instructional practices for K-16 language teachers.
List of contents
Part 1: Teaching Methods and Approaches1. Teaching Approaches and Methods in World Language Instruction
Victoria Russell 2. ACTFL's Core Practices: The Six Pillars of Effective Language Teaching
Celia Chomón Zamora and Kate McCrea Francis3. Target Language Comprehensibility in the World Language Classroom
Krista Chambless and Christina Huhn4. Differentiated Instruction: Meeting Student Needs
Leslie Baldwin5. Project-Based Language Learning: Evolution, Design Features, and Research Insights
Julio C. Rodríguez6. Literacy-Based Approaches to World Language Instruction
Bruna Sommer-Farias and Myriam Abdel-Malek7. Supporting Heritage Learners in the Classroom and Beyond
Maria M. Carreira8. Early Language Learning in Dual Language Bilingual Education and Traditional Elementary Classrooms
Katherine Barko-Alva and Paola Mendizábal9. Experiential Learning: Engaging Students in Real-World Language Use
Todd A. Hernández with Paul A. GarcíaPart 2: Culture, Pragmatics, and Intercultural Communicative Competence10. Navigating the Multifarious Waters of Intercultural Communication with Learner-Centered Classroom Tasks
Aleidine J. Moeller and Stephanie W. P. Knight11. Centering Communication in ICC: Fostering Target Language Use with Critical Cultural Inquiry
Paula Garrett-Rucks12. Embrace the Unknown: Interlanguage Pragmatics through Games and Play
Julie Sykes, Sébastien Dubreil, and Stephanie W. P. Knight13. Assessing Intercultural Capability
Angela Scarino, Michelle Kohler, and Anthony J. Liddicoat14. The Why and How of Teaching for Social Justice and Intercultural Citizenship: Experiences of Early Adopters
Manuela Wagner, Terry A. Osborn, and Violet Affleck15. Developing Critical Cultural Awareness and Critical Consciousness in World Language Classrooms
Theresa Catalano and Inoussa Malgoubri16. Intercultural Communicative Competence and Intercultural Citizenship
Dorie Conlon and Michael Byram17. Perspective-Making and Its Potential in Intercultural Learning
Erin Kearney and Tasha AustinPart 3: Assessment and Program Evaluation18. Assessment Competence in World Language Education
Lynda Taylor and Beverly Baker19. Proficiency Testing in World Language Education
J. Dylan Burton and Paula Winke20. Performance Assessment in World Language Education
Francis John Troyan, Jason Martel, and Anna Zaitseva21. Student Feedback and Uptake in World Language Education
Bobby Hobgood22. Dynamic Assessment in World Language Education
Ali Kushki and Kristin J. Davin23. Program Evaluation in World Language Education
Margaret E. Malone and Meg MonteePart 4: Diversity, Equity, and Inclusion in the World Language Classroom24. The Antiracist World Language Classroom in the Midst of Opposing DEI Legislations
Krishauna Hines-Gaither and Cécile Accilien25. Educator Agency in World Language Education: A Movement toward Diversity, Equity and Inclusion
Cassandra Glynn and Beth Wassell26. Transdisciplinary Curricular Frameworks for Justice-Centered Pedagogies in the World Language Classroom
L.J. Randolph Jr.27. Teaching Towards Gender Justice: Considerations in Materials Design, Selection, and Use
Kris Aric Knisely28. Making Invisible LGBTQIA+ Students Visible in World Language Curricula
Paul A. García and James E. Coda29. Supporting Neurodiverse Students in the Secondary World Language Classroom
Meredith McDonald White, Jenniffer Whyte, and Kimberly Winslow30. An Antiracist Approach to World Language Assessment: Making the Invisible Visible
Trina Philpot-MontañoPart 5: Technology Integration and Online Language Teaching and Learning31. Technology Integration in Europe: An Experiential Approach
Ursula Stickler and Regine Hampel32. OER and OEP for Second Language Learning and Teaching
Carl S. Blyth and Joshua J. Thoms33. Differentiation and Retention: How Flipped Lessons Support Student Needs
Lauren Rosen34. Building Connections among World Language Learners with Virtual Exchange
Deniz Gökçora and Raymond Oenbring35. Supporting Less Commonly Taught and Indigenous Languages through Technology Integration and Online Language Learning
Luca Giupponi, Emily Heidrich Uebel, Felix A. Kronenberg, Danielle Steider36. The Maker Movement in World Language Education
Gillian Lord37. The Fine Line between Digital Literacy and Academic Dishonesty in Online World Language Instruction
Errol O'Neill Part 6: Key Issues in World Language Instruction38. Seal of Biliteracy Implementation in World Language Programs
Kristin J. Davin and Amy J. Heineke39. Engaging World Language Educators in Continuing Professional Development
Rebecca Kanak Fox, Kelley E. Webb, and Joan Kang Shin40. The Language Teacher Shortage and Teacher Retention: Insight and Recommendations
Pete Swanson and Jason Fischbach41. The World Language edTPA: Lessons Learned from a National Certification Assessment
Susan A. Hildebrandt42. Indigenous Language Revitalization: Dual Language Immersion in Practice
Brandon T. Locke43. Preparing Students for a Career in Languages: Why World Language Education Programs Matter
Patricia W. Cummins
About the author
Victoria Russell, PhD, is Professor of Spanish and World Language Education and Coordinator of Online Programs in the Department of Modern and Classical Languages at Valdosta State University, USA. She served as President of ACTFL in 2022.
Kathryn Murphy-Judy, PhD, is a Professor Emerita and a Career Distinguished Professor at Virginia Commonwealth University, USA, retiring after 50 years in world languages and computer-assisted language learning.
Francis John Troyan, PhD, is Professor of Multilingual Language Education and Coordinator of World Language Education Programs at The Ohio State University, USA. He is the co-editor of
Foreign Language Annals.Aleidine J. Moeller, PhD, is the Edith S. Greer Professor Emerita at the University of Nebraska-Lincoln. Her scholarly interests include world language education and intercultural communication. She served as President of ACTFL in 2018.
Krishauna Hines-Gaither, PhD, is Vice President for Equity, Diversity, and Justice at Mount Saint Mary's University in Los Angeles, USA, and a former Spanish professor. She is the 2025 President-Elect and 2026 President of ACTFL.
