Exploring teachers’ perception on the pathway to the seal of biliteracy: impact of understanding proficiency-based instruction
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Authors
Dr. Isabel Tapia
Dr. Deana DiLuggo
Issue Date
2025-04-04
Type
Other
Language
en_US
Keywords
Proficiency-based instruction , Seal of biliteracy , World language education
Alternative Title
Abstract
Learning languages is a necessity. All students have the right to learn languages and access the gift of language proficiency to effectively communicate with others. Over time, world language instruction has transitioned from traditional grammar-based models toward proficiency-based instruction, thematic curriculum design, and performance-based assessment (Shrum & Glisan, 2016; Ritz & Sherf, 2023). This switch to proficiency-based instruction has increased the need to know whether world language teachers are prepared for this shift from grammar-based to proficiency-based instruction. This shift is now more relevant since the implementation in Connecticut of the Seal of Biliteracy (SoBL) in 2017.
The purpose of this research was to explore world language teachers’ perceptions regarding their efficacy levels of understanding proficiency-based instruction and assessments that increase students’ proficiency. Furthermore, this study investigated teachers’ experiences related to what world language teachers consider the most effective instruction that supports students on their pathway to achieve the SoBL via the AAPPL examination. The study sought to collect information from world language teachers in an urban district in the state of Connecticut.
Description
UB Rise 2025
School of Education, Educational Leadership Program