The purpose of this study was to understand the methods and approaches used by world language teachers as well as to investigate their values and beliefs about world language instruction. It aimed to identify barriers that inhibit world language teachers from the successful implementation of communicative language teaching (CLT). The participants consisted of four world language teachers: one pre-service teacher, two novice teachers, and one experienced teacher. Each of the classes taught by the participants was observed approximately four times, where field notes were collected and an observation protocol was completed. The world language teachers completed a questionnaire regarding their biographical information, teaching experience, and instructional practices. After, an interview was conducted in order to learn more about their daily instruction and their beliefs surrounding world language pedagogy.
Through the analysis of the multiple data sources collected throughout this study, it is evident that world language teachers use a variety of methods and approaches to language instruction. Nevertheless, world language teachers continue to communicate in the world language more than the students, teach grammar explicitly, omit culture components or teach culture components separate from language instruction, and teach the four skills separately. World language teachers believe the purpose of learning a world language is to communicate in that language in an authentic and meaningful manner. However, not all world language teachers’ beliefs are reflected in their daily classroom instruction. Lastly, four barriers that inhibit world language teachers from effectively implementing CLT into the classroom: lack of materials and resources, support, student resistance, and knowledge of CLT.
In conclusion, world language teachers need to consciously be aware of the beliefs they possess towards second language instruction in order for successful implementation of CLT. Additionally, these teachers need to be informed of the strategies that exist to overcome these several barriers. This will ensure that all students are provided with ample opportunities to develop their communicative competence in the world language.