Post-secondary world language departments face ongoing challenges related to shifting student demographics, declining enrollments, and limited budgets. Findings from a nationwide survey provide insight into current instructional practices among language educators and reveal variation across languages, levels, and content areas. Many participants reported constraints in implementing proficiency-driven instruction and in applying the World-Readiness Standards for Language Learning (W-RSLL). This study examines the teaching practices of postsecondary language educators through survey data that included both quantitative ratings and qualitative descriptions related to the W-RSLL. Descriptive statistics and thematic analysis were used to analyze responses. Participants represented instructors of 14 different languages working in both large and small institutions. Their teaching experience ranged from one to more than 30 years, and their courses spanned multiple levels and content areas (e.g., literature, linguistics, cultural history, and languages for specific purposes). The data also reflected varied instructional approaches.
Huhn et al. (Sun,) studied this question.