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Using a multiple case design, interviews, field observations, and participant journals were analyzed. Findings highlight renewed understanding of teachers’ language proficiency, its impact on professional practice, and a commitment to further develop language skills beyond the classroom. Implications call for sustained professional development linking content and proficiency.",{"@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/study-abroad-as-professional-development-voices-of-in-service-spanish-teachers/600664/",{"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/study-abroad-as-professional-development-voices-of-in-service-spanish-teachers/600664.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To understand how four in-service Spanish teachers interpreted their summer study abroad participation and how it contributed to their professional development and language proficiency.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers collect and analyze data?",{"text":117,"@type":113},"Through interviews, recorded field observations, and participant journals, analyzed using a multiple case design.",{"name":119,"@type":110,"acceptedAnswer":120},"What key finding relates study abroad to teaching practice?",{"text":121,"@type":113},"The experience led to a renewed realization of language proficiency and its impact on professional practice, along with a commitment to further develop skills outside the classroom.","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},600664,1792230559,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","8  \nStudy Abroad as Professional Development: Voices of In-Service Spanish Teachers  \nChristopher J. Jochum  \nUniversity of Nebraska at Kearney  \nJared R. Rawlings  \nStetson University  \nAna María Tejada  \nUniversity of Nebraska at Kearney  \nAbstract  \nThe purpose of this qualitative inquiry was to understand how four in-service Spanish teachers interpreted their participation in a summer study abroad program and how the experience contributed to their ongoing professional development and language proficiency. Using a multiple case design (Simons, 2009; Stake, 2005; Yin, 2009), the researchers conducted interviews, recorded field observations and collected participant journals. By analyzing these teachers’ voices, it was found that the experience revealed anewfound realization of their language proficiency and its impact on their professional practice. A salient finding of the study abroad experience was that these teachers expressed a commitment to further develop their language skills outside of the classroom. Implications for foreign language educators include the need for sustained professional development that focuses on both content and proficiency.  \nOver the past 30 years, the notion of best practices within the field of foreign language instruction has seen a shift from a more traditional, grammar-based approach focused on what learners know about the language to one that emphasizes proficiency and what learners can do with the language (Brown, 1994; Richards, & Rodgers, 1986; Shrum, & Glisan, 2009) . This is evidenced through the continued development of the ACTFL Performance Descriptors for Language Learners (American Council on the Teaching of Foreign Languages, ACTFL, 2012a) as well as the ACTFL Proficiency Guidelines—Speaking, Writing, Listening and Reading (ACTFL, 2012b) . Subsequently, there is a need for foreign language teachers to possess minimum oral proficiency levels in their respective languages. In support of this effort, the ACTFL / CAEP (Council for the Accreditation of Educator Preparation) Program Standards for the Preparation of Foreign Language Teachers suggests a minimum proficiency level of Advanced-Low for Spanish teachers (p. 15) . While it is important to have minimum proficiency requirements for new foreign language teachers, practicing teachers should also take steps to maintain and/or improve their oral proficiency in order to be effective in the classroom.  \n122 Dimension 2015  \nThe need for continued professional growth and development for in-service teachers is well-documented (Desimonse, 2009; Guskey, 2000; Opfer, & Pedder, 2011) . In response to a national focus on school accountability, teacher quality and student achievement, professional development initiatives adopted by many school districts have used programs based on general (non-subject specific) educational research (Marzano, Pickering, & Pollock, 2001) or, at best, related to the core subjects such as math and science (Ball, Thames & Phelps, 2008; Garet, Porter, Desimone, Birman & Yoon, 2001). While it is possible for all teachers to benefit from these one-size fits all models, the intricacies of each content specialization require specific training for teachers to develop a deep understanding of both their content and pedagogy. Such training can be especially important for foreign language teachers due to their need to maintain and/or improve their proficiency in their respective languages. Lafayette (1993) stated that language proficiency is the most important component to foreign language teachers’ content knowledge and Peyton (1997) added that:  \nForeign language teachers must maintain proficiency in the target language and stay up to date on current issues related to the target culture. Regardless of the skills and knowledge that foreign language teachers possess when they commence teaching, maintenance and improvement must be an ongoing process (p. 1) .  \nCertainly, foreign language teachers must be proficient in their","cbCaigfnukjkGjCP","https://ap.wps.com/l/cbCaigfnukjkGjCP","pdf",133479,15,"English","# Abstract\n## Research purpose and design\n## Findings and implications","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To understand how four in-service Spanish teachers interpreted their summer study abroad participation and how it contributed to their professional development and language proficiency.\"},{\"question\":\"How did the researchers collect and analyze data?\",\"answer\":\"Through interviews, recorded field observations, and participant journals, analyzed using a multiple case design.\"},{\"question\":\"What key finding relates study abroad to teaching practice?\",\"answer\":\"The experience led to a renewed realization of language proficiency and its impact on professional practice, along with a commitment to further develop skills outside the classroom.\"}]","Study Abroad as Professional Development - Voices of In-Service Spanish Teachers | PDF",1792091128,38]