21st Century World Language Education - Issues of Target Language Use

Oct 15, 2026

World language educators face multiple challenges when transitioning to the 21st century. This research documents the practices of world language teachers and portrays key elements of an engaging 21st century world language classroom. Using the target language is identified as essential, alongside barriers such as variations in pedagogy, limited support, language-choice issues, and tensions between student and teacher perspectives. Benefits of professional development are also emphasized.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Background

Dimension 2011: Got Languages? Powerful Skills for the 21st Century

Varied Pedagogical Approaches

Language Choice

1 21st Century World Language Education: Issues of Target Language Use Christina Huhn Marshall University Abstract World language educators face many challenges progressing into the 21st century. This research describes the practices of world language educatorsand presents a rich description of what constitutes an engaging 21st century world language classroom. The use of the target language as a crucial component in the world language classroom as well as barriers and challenges to its use emerged from this qualitative research. Among the obstacles identified are variations in pedagogical approaches, support of target language use, issues of language choice, and conflict between student and teacher perspectives. The research also highlights the benefits of professional development. Background World language educators face many challenges progressing into the 21st century. Among them are the pedagogical practices observed in current classrooms. In West Virginia, there have been many informal conversations about these issues, but despite identification and recognition, there has been no formal evaluation of them. An examination of these problems is necessary for the improvement, expansion, and potentially the future funding of world language education at all levels. The lack of available data for planning professional development opportunities also hinders applications for grants. In collaboration with the West Virginia Foreign Language Teachers Association and the West Virginia Department of Education, an online survey was developed. The survey was sent to language teachers, administrators, and other professionals in the field throughout the state to gain insight into the current practices of world language educators at all levels and to identify the aspects of world language instruction that needed improvement. The results of this study begin to paint a picture of the world language educators in the state, as well as some of their classroom practices and the reasons behind them. The responses gathered provide useful and pertinent information for teacher education programs and practicing teachers, and they can help guide the implementation of professional development and support. 2 Dimension 2011: Got Languages? Powerful Skills for the 21st Century One emerging theme was the use of the target language in the 21st century world language classroom. In 2010, the American Council on the Teaching of Foreign Languages (ACTFL) added the following position statement to its list of recommendations for world language teaching: “ACTFL . . . recommends that language educators and their students use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom”(ACTFL, 2010, p. 1). ACTFL’s position reflects the notion that the use of the target language promotes comprehensible input, negotiates meaning, and encourages self-expression as well as opportunities to use language spontaneously, to learn language strategies, and, thus, to receive feedback (ACTFL, 2010). This recent statement reaffirms Krashen’s (1981) earlier work showing that language acquisition occurs when students are exposed to communicative and comprehensible language input rather than an overemphasis on grammar, translation, or drill exercises. Additionally, the Center for Applied Linguistics completed a ten-year survey in 2008 that compiled data on the use of the target language in the world language classroom. Thirty-six percent of world language teachers reported using the target language more than 75% of the time in their classroom versus 22% in 1997 (Rhodes & Pufahl, 2008) . These figures indicate an upward trend in the use of the target language in the classroom nationwide. Such information supports the notion that it is important to investigate the role that this practice plays in the 21st century world language classrooms, in particular, in West Virginia

FAQs

What problem does the research address for 21st century world language education?

It addresses the challenges world language educators face when moving into the 21st century and the need to examine classroom practices that require improvement.

Why is using the target language emphasized in the 21st century classroom?

The research highlights that target language use supports comprehensible input, negotiation of meaning, opportunities for spontaneous self-expression, and feedback.

What obstacles and tensions affect target language use?

Identified obstacles include differing pedagogical approaches, insufficient support for target language use, issues in language choice, and conflicts between student and teacher perspectives.

Oct 15, 2026

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