High‐leverage practices in action: WL teachers' self‐reported use of HLTPs in the K‐12 classroom

Research on the implementation of high‐leverage practices (HLTPs) in World Languages (WL) has gained momentum over the past decade. While the field has largely focused its attention on HLTPs in preservice teacher preparation, our research seeks to illuminate how in‐service WL teachers self‐report utilizing the HLTPs in classroom instruction. This qualitative case study examined the self‐reported teaching practices of 54 in‐service K‐12 WL teachers in the U.S. Data were collected through a survey and a follow‐up semi‐structured interview with nine of the 54 participants. Our analysis focused on two of Glisan and Donato's (2017) HLTPs, Facilitating Target Language Comprehensibility (HLTP #1) and Building a Classroom Discourse Community (HLTP #2). The findings revealed that the majority of participants self‐reported what could be considered “effective” implementation of HLTPs #1 and #2, while a number of participants indicated “developing” or “ineffective” micro‐practices associated with HLTPs more broadly. The implications of this study may inform both the work of teacher development programming for in‐service teachers and research on HLTPs.