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It surveys 38 US Spanish and French professors, focusing on familiarity with SLA/language-teaching constructs, perceptions of Communicative Language Teaching, and classroom practices, including feedback and the role of explicit grammar and mechanical drills. Results show limited familiarity with key constructs and consequences that inform implications for language instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceptions-and-practices-in-language-teaching-a-survey-of-experts-in-literary-and-cultural-studies/601174/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceptions-and-practices-in-language-teaching-a-survey-of-experts-in-literary-and-cultural-studies/601174.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this follow-up study?","Question",{"text":112,"@type":113},"It investigates how some literary and cultural studies experts self-report their training in SLA/language pedagogy, their familiarity with key terms, their perceptions of Communicative Language Teaching, and the classroom practices they report.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the survey?",{"text":117,"@type":113},"The study includes 38 university-level US Spanish and French professors whose expertise is in literary and cultural studies.",{"name":119,"@type":110,"acceptedAnswer":120},"What major findings were reported about participants’ familiarity and practices?",{"text":121,"@type":113},"Findings indicate a lack of familiarity with some SLA and language-teaching constructs, feedback types, and the role of explicit grammar and mechanical drills, leading to discussion of the ramifications.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601174,1792165832,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","2  \nPerceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies  \nJustin P. White  \nFlorida Atlantic University  \nAndrew J. DeMil  \nUniversity of Tampa  \nGeraldine Blattner  \nFlorida Atlantic University  \nAbstract  \nThis study serves as a follow-up to VanPatten’s (2015a) demographic report includingthe makeup of many university language departments. The present study investigates what some literary and cultural studies experts self-report regarding their training in SLA/language pedagogy, term familiarity, perceptions of Communicative Language Teaching, and classroom practices. Participants included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Findings revealed a lack of familiarity with some SLA and language teaching constructs, feedback types, and the role of explicit grammar and mechanical drills. As such, we discuss the ramifications of these findings.  \nKeywords: input processing, language teaching, teaching practices, feedback; survey  \nBackground  \nVanPatten (2015a) reported that language departments in universities across the United States comprise an overwhelming percentage of experts in literary and cultural studies. In brief, at the time of the 2015 study, out of 344 tenured and tenureline faculty members in Spanish, only 22 faculty (6%) had an expertise in language acquisition, and in French, there were a mere four faculty members out of 248 in the areas of language acquisition, roughly equating to two percent. The remaining 322 (94%) tenured and tenure-line faculty in Spanish and 244 (98%) in French had areas of expertise other than language acquisition, with the vast majority boasting expertise in literary and cultural studies. VanPatten (2015a) states that,“... the vast majority of scholars populating academic “language” departments are not experts in language or language acquisition”(p. 4). He elaborates that these faculty are not necessarily experts in language in the same way as language scientists who investigate language as an object of inquiry and details a series of consequences of the  \n26 Dimension 2021  \nlack of language experts (i.e., perpetuation of myths about language, perpetuation of myths about language acquisition and language teaching, lack of training of future professoriate, and perpetuation of the standard textbook scope and sequence) . The data for the 2015 report utilized the demographic information of these Spanish and French faculty by way of their online CVs and official positions at the university and with that in mind, the present study seeks to reveal to what extent some faculty in literary and cultural studies in Spanish and French are informed in topics related to language acquisition and language teaching. This study only targeted Spanish and French faculty given that the demographic represented in VanPatten (2015a) was exclusive beyond both Spanish and French.  \nSpecifically, the present study is interested in the following: What do faculty in literary and cultural studies report knowing about second language acquisition, language teaching, and consequently, on what beliefs are they basing their pedagogy? The present study sought to address this issue by surveying tenured and tenure-line faculty member experts in literary and cultural studies regarding their prior formal academic training in SLA and language teaching pedagogy, the current frequency with which they engage in reading or producing related academic research, and their familiarity with select terms and constructs in language acquisition and language teaching pedagogy which may ultimately guide decisions in the language classroom. The main areas of interest were language processing, the role of explicit grammar and grammar instruction, Communicative Language Teaching (CLT), and feedback.  \nPrevious Research  \nLanguage learning has been an object of inquiry for millennia, but it was only recently, during the latter part of ","cbCaijHs3LQHitxT","https://ap.wps.com/l/cbCaijHs3LQHitxT","pdf",197209,"English","# Abstract\n# Background\n# Previous Research","[{\"question\":\"What is the purpose of this follow-up study?\",\"answer\":\"It investigates how some literary and cultural studies experts self-report their training in SLA/language pedagogy, their familiarity with key terms, their perceptions of Communicative Language Teaching, and the classroom practices they report.\"},{\"question\":\"Who participated in the survey?\",\"answer\":\"The study includes 38 university-level US Spanish and French professors whose expertise is in literary and cultural studies.\"},{\"question\":\"What major findings were reported about participants’ familiarity and practices?\",\"answer\":\"Findings indicate a lack of familiarity with some SLA and language-teaching constructs, feedback types, and the role of explicit grammar and mechanical drills, leading to discussion of the ramifications.\"}]","Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies | PDF",1792092118]