The Handbook of Research in World Language Instruction

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. With contributions from leading scholars in the field, the volume addresses cutting-edge research, trends, and practice. Covering key topics in language education, the volume is organized in six sections: Teaching Methods and Approaches; Culture, Pragmatics, and Intercultural Communicative Competence; Assessment and Program Evaluation; Diversity, Equity, and Inclusion in the World Language Classroom; Technology Integration and Online Language Teaching and Learning; and Key Issues in World Language Instruction, including advocacy, teacher recruitment and retention, and professional development. This handbook is an essential text for all scholars, researchers, and educators in world languages.

Table of Contents:
Part 1: Teaching Methods and Approaches 1. Teaching Approaches and Methods in World Language Instruction Victoria Russell 2. ACTFL’s Core Practices: The Six Pillars of Effective Language Teaching Kate McCrea Francis and Celia Chomón Zamora 3. Target Language Comprehensibility in the World Language Classroom Krista Chambless and Christina Huhn 4. Differentiated Instruction: Meeting Student Needs Leslie Baldwin 5. Project-Based Language Learning: Evolution, Design Features, and Research Insights Julio C. Rodríguez 6. Literacy-Based Approaches to World Language Instruction Bruna Sommer-Farias and Myriam Abdel-Malek 7. Supporting Heritage Learners in the Classroom and Beyond Maria M. Carreira 8. Early Language Learning in Dual Language Bilingual Education and Traditional Elementary Classrooms Katherine Barko-Alva and Paola Mendizábal 9. Experiential Learning: Engaging Students in Real-World Language Use Todd A. Hernández with Paul A. García Part 2: Culture, Pragmatics, and Intercultural Communicative Competence 10. Navigating the Multifarious Waters of Intercultural Communication with Learner-Centered Classroom Tasks Aleidine J. Moeller and Stephanie W. P. Knight 11. Centering Communication in ICC: Fostering Target Language Use with Critical Cultural Inquiry Paula Garrett-Rucks 12. Embrace the Unknown: Interlanguage Pragmatics through Games and Play Julie Sykes, Sébastien Dubreil, and Stephanie W. P. Knight 13. Assessing Intercultural Capability Angela Scarino, Michelle Kohler, and Anthony J. Liddicoat 14. The Why and How of Teaching for Social Justice and Intercultural Citizenship: Experiences of Early Adopters Manuela Wagner, Terry A. Osborn, and Violet Affleck 15. Developing Critical Cultural Awareness and Critical Consciousness in World Language Classrooms Theresa Catalano and Inoussa Malgoubri 16. Intercultural Communicative Competence and Intercultural Citizenship Dorie Conlon and Michael Byram 17. Perspective-Making and Its Potential in Intercultural Learning Erin Kearney and Tasha Austin Part 3: Assessment and Program Evaluation 18. Assessment Competence in World Language Education Lynda Taylor and Beverly Baker 19. Proficiency Testing in World Language Education J. Dylan Burton and Paula Winke 20. Performance Assessment in World Language Education Francis John Troyan, Jason Martel, and Anna Zaitseva 21. Student Feedback and Uptake in World Language Education Bobby Hobgood 22. Dynamic Assessment in World Language Education Ali Kushki and Kristin J. Davin 23. Program Evaluation in World Language Education Margaret E. Malone and Meg Montee Part 4: Diversity, Equity, and Inclusion in the World Language Classroom 24. The Antiracist World Language Classroom in the Midst of Opposing DEI Legislations Krishauna Hines-Gaither and Cécile Accilien 25. Educator Agency in World Language Education: A Movement toward Diversity, Equity and Inclusion Cassandra Glynn and Beth Wassell 26. 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 Knisely 28. Making Invisible LGBTQIA+ Students Visible in World Language Curricula Paul A. García and James E. Coda 29. Supporting Neurodiverse Students in the Secondary World Language Classroom Meredith McDonald White, Jenniffer Whyte, and Kimberly M. Winslow 30. An Antiracist Approach to World Language Assessment: Making the Invisible Visible Trina Philpot-Montaño Part 5: Technology Integration and Online Language Teaching and Learning 31. Technology Integration in Europe: An Experiential Approach Ursula Stickler and Regine Hampel 32. OER and OEP for Second Language Learning and Teaching Carl S. Blyth and Joshua J. Thoms 33. Differentiation and Retention: How Flipped Lessons Support Student Needs Lauren Rosen 34. Building Connections among World Language Learners with Virtual Exchange Deniz Gökçora and Raymond Oenbring 35. Supporting Less Commonly Taught and Indigenous Languages through Technology Integration and Online Language Learning Luca Giupponi, Emily Heidrich Uebel, Felix A. Kronenberg, and Danielle Steider 36. The Maker Movement in World Language Education Gillian Lord 37. The Fine Line between Digital Literacy and Academic Dishonesty in Online World Language Instruction Errol O’Neill Part 6: Key Issues in World Language Instruction 38. Seal of Biliteracy Implementation in World Language Programs Kristin J. Davin and Amy J. Heineke 39. Engaging World Language Educators in Continuing Professional Development Rebecca Kanak Fox, Kelley E. Webb, and Joan Kang Shin 40. The World Language Teacher Shortage and Teacher Retention: Insight and Recommendations Pete Swanson and Jason Fischbach 41. The World Language edTPA: Lessons Learned from a National Certification Assessment Susan A. Hildebrandt 42. Indigenous Language Revitalization: Dual Language Immersion in Practice Brandon T. Locke 43. Preparing Students for a Career in Languages: Why World Language Education Programs Matter Patricia W. Cummins Conclusion: Future Directions in World Language Instruction Pamela M. Wesely, Celia Chomón Zamora, Pablo Muirhead, and Victoria Russell

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.