Fostering Global Competence Among Pre-Service Language Teachers - A Comparison of Teacher Beliefs and Practices Between Language Teachers from the U.S. and Spain

Oct 15, 2026

An internationalization effort supports a foreign language education initial teacher certification program through a Quality Enhancement Plan grant funded by Valdosta State University. The project aimed to build discipline-specific inquiry skills and global competence among undergraduate teacher candidates. Guided by faculty, participants conducted research comparing teacher beliefs and practices across 18 U.S. language teachers and 15 Spanish foreign/second language teachers. Findings show shared beliefs but differences in knowledge and application of language learning standards, and greater target-language instruction time reported in Spain.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

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Abstract

Background

Global competence and related constructs

ACTFL position statement

Alignment with the U.S. Department of Education International Strategy

4 Fostering Global Competence Among Pre-Service Language Teachers: A Comparison of Teacher Beliefs and Practices Between Language Teachers from the U.S. and Spain Victoria Russell Valdosta State University Sarah Allison Valdosta State University Ashley Jacobs Valdosta State University Kristina Wingate Valdosta State University Hilaria Taft Valdosta State University Abstract This chapter describes an effort to internationalize a foreign language education initial teacher certification program through a Quality Enhancement Plan (QEP) grant project that was funded by Valdosta State University. The purpose of the QEP grant was tofoster discipline-specific inquiry skills among undergraduate students and to promote the development of global competence. With the guidance of faculty, the teacher candidates who participated in the project conducted a research study that examined teacher beliefs and practices between 18 foreign language teachers from the U.S. and 15 foreign and second language teachers from Spain. The results revealed that both teacher groups share many similar beliefs; however, they diverge in the areas of knowledge and application of language learning standards and the amount of instruction delivered in the target language. The teachers from Spain demonstrated greater knowledge and application of language learning standards, and they also reported spending more time teaching in the target language compared to their U.S. counterparts. Through this research project that took place at home and abroad, the teacher candidates met four global competency learning goals: (1) students investigate the world beyond their immediate environment,(2) students recognize their own and others’perspectives,(3) students communicate their ideas effectively with diverse audiences, and (4) students translate their ideas into appropriate actions to improve conditions (U.S. DOE International Strategy, 2012-2016, p. 6). Key words: internationalization, study abroad, teacher preparation, world language education Fostering global competence among pre-service language teachers 53 Background In August of 2014, the American Council on the Teaching of Foreign Languages (ACTFL) released a position statement on global competence that recognizes the key role that language learning plays in students’ development of global competence. Through language study at home and abroad, learners are exposed to cultural products and practices as well as the perspectives that underpin them while communicating and interacting in multicultural communities. According to the position statement, all subject areas should strive to foster global competence from primary through post-secondary education. The position statement also lists five practices that are effective for the development of global competence. These include: 1. Recognize the multiplicity of factors that influence who people are and how they communicate. 2. Investigate and explain cultural differences as well as similarities, looking beneath the surface of stereotypes. 3. Examine events through the lens of media from different countries and cultures. 4. Collaborate to share ideas, discuss topics of common interest, and solve mutual problems. 5. Reflect on one’s personal experiences across cultures to evaluate personal feelings, thoughts, perceptions, and reactions. (ACTFL, 2014) Global competence is closely related to the construct intercultural communicative competence (ICC) and learning environments that foster global competence may provide the ideal conditions for the development of ICC. Byram’s (1997) notion of ICC includes how learners view the contact and communication between themselves and members of the target language culture as an “opportunity to learn and be educated, acquiring the capacity to critique and improve their own and others’conditions”(p. 2) . Scholars in the area of ICC emphasize the need to prepare learners to engage and collaborate within

FAQs

What was the goal of the QEP grant project at Valdosta State University?

The project aimed to foster discipline-specific inquiry skills and promote the development of global competence within a foreign language education initial teacher certification program.

How did the teacher groups differ between the U.S. and Spain?

The two groups shared many similar beliefs, but they diverged in knowledge and application of language learning standards and in the amount of instruction delivered in the target language.

What global competency learning goals did teacher candidates achieve through the research project?

They met four goals: investigating beyond one’s immediate environment, recognizing perspectives, communicating effectively with diverse audiences, and translating ideas into appropriate actions to improve conditions.

Oct 15, 2026

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