35.3429, Review: Applied Linguistics, Psycholinguistics; The Beliefs and Experiences of World Language Teachers in the US: Pagan Rodriguez (2024)

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LINGUIST List: Vol-35-3429. Wed Dec 04 2024. ISSN: 1069 - 4875.

Subject: 35.3429, Review: Applied Linguistics, Psycholinguistics; The Beliefs and Experiences of World Language Teachers in the US: Pagan Rodriguez (2024)

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Date: 03-Dec-2024
From: Jose Manuel Pagan Rodriguez [jmpagan1991 at gmail.com]
Subject: Applied Linguistics, Psycholinguistics; The Beliefs and Experiences of World Language Teachers in the US: Pagan Rodriguez (2024)


Book announced at https://linguistlist.org/issues/35.1784

AUTHOR: Pamela M. Wesely
TITLE: The Beliefs and Experiences of World Language Teachers in the
US
SERIES TITLE: Psychology of Language Learning and Teaching
PUBLISHER: Multilingual Matters
YEAR: 2024

REVIEWER: Jose Manuel Pagan Rodriguez

SUMMARY

Pamela Wesely’s new book consists of an introduction and eight
chapters in which the author analyzes the connection between the
elementary and secondary (K-12) American world language (WL) teacher’s
beliefs and their teaching practices. Beginning by briefly outlining
the history of K-12 US education (with a focus on the state of Iowa),
the introduction offers valuable data about current enrollment trends
and, most interestingly, about how heritage language learners (HLLs)
are considered within the context of K-12 education. It is important
to note that, in addition to the former data, the author discusses the
current policies (or the lack thereof) on world language education in
the US (pp. 4–6). This introductory chapter also offers an overview of
the educational outcomes of American K-12 world language education, as
well as a comparison with world language education in other parts of
the world. As a transition between the introduction and the first
chapter, Wesely discusses the purpose and aims of the book and its
structure. The author discusses, in the form of case studies, the
stories of 15 world language educators in the state of Iowa. More
specifically, the study investigates the following “(1) how teacher
beliefs relate to their practices and (2) how that relationship is
mediated and moderated by their learners, institutional demands,
equity and access to WL education and other factors” (p. 20). Finally,
the book is insightful for researchers as well as for pre-service and
in-service teacher educators.

Chapter 2 establishes the theoretical background of Wesely’s study,
and it also serves as a literature review of key concepts such as
teachers’ beliefs and practices, and how learners and institutions
have mediated the relationship between them. The next chapters provide
insight into teaching realities in increasing order of program size.
Chapter 3 begins by exploring the realities of elementary, middle, and
junior high school world language educators. This chapter presents
three case studies of teachers. Chapter 4 moves the discussion to the
realm of what the author calls the “singletons” (p. 69). According to
Wesely, a “singleton” is a world language teacher who has no other
world language colleagues in their (usually smaller) school districts.
The author explores the realities of four “singletons” using case
study methodology. Chapter 5 discusses teachers’ experiences in small
and medium-sized world language programs. In Chapter 5, the author
provides three case studies to understand teachers’ experiences and
realities. Chapter 6 (p. 119) presents two case studies in which the
author analyzes the teaching beliefs and realities of Spanish teachers
in large world language high school programs. The case study analysis
draws to a close in Chapter 7 (p. 137). In this chapter, the author
discusses four case studies in large high school programs who are
teaching languages other than Spanish. The book concludes with Chapter
8 (p. 165), in which Wesely outlines her conclusions. She also
discusses how the book can contribute to a wide audience of scholars
and educators in the field of world language education.

EVALUATION

Considering that most teachers think academic research on language
instruction focuses on the post-secondary context, this book aims to
provide insight into the relatively less known reality of K-12 world
language educators. The book is insightful for a wide variety of
teaching and research professionals, especially scholars and
pre-service or in-service world language teachers. The pedagogical
character of this book is evident in the sections containing
“questions for discussion and reflection” at the end of each chapter.
These aim to help the reader reflect on the different issues presented
in the chapters. Particularly interesting is the theoretical framework
within which the author approaches her case study research. The book
“examines language teacher beliefs from a sociocultural perspective”
(p. 23). That is, the book explores how contextual factors, such as
learners and institutions, mediate the connections between teachers’
beliefs and practices. This is the most innovative aspect of the book.

The case studies in Chapters 3, 4, 5, 6, and 7 are organized following
the same structure. The author provides the reader with information
about the school context, teaching environment, and classroom
activities to analyze potential themes and patterns related to the
teacher’s beliefs. Each case study concludes with a discussion of
factors that influence the educator’s teaching beliefs and practices.
In Chapter 4, the author includes case studies of teachers who do not
have any additional world language colleagues at their school
districts. Being a “singleton” (p. 69) is the unique teaching reality
for many teachers across the United States, especially in rural areas.
This book offers readers a window on this educational reality.

The book concludes with Chapter 8, in which the author draws
conclusions. Chapter 8 provides a table (p. 166) in which the author
summarizes how many times world language teachers mentioned different
belief categories during interviews and observations. After presenting
this table, Wesely reminds the reader that, given her sociocultural
and dialectical research approach, teaching beliefs cannot be
separated from actions. It is essential to understand how and why
world language educators in the United States teach their classes and
which are the most salient beliefs that shape their daily practices.
Next, the author discusses the characteristics of teachers’ beliefs,
concluding that such beliefs are dynamic and can be classified into
core beliefs or peripheral beliefs. Teachers’ beliefs are also
connected to both emotion and identity, and they are socially
constructed. The discussion in Chapter 8 is thus crucial to
understanding how world language teachers evolve over time and how
their experiences as language learners and educators can contribute to
the ongoing development of their beliefs and teaching practices.

The Beliefs and Experiences of World Language Teachers in the US
fulfills its purpose as a solid resource for its intended audience of
both pre- and in-service educators. This book is also insightful for
world language researchers and graduate students who are curious about
K-12 world language education. Additionally, the book is a great
resource for those interested in case study research methods in
education. The book exhibits innovative and meaningful theoretical
research, as well as consistent organization of the case studies from
Chapters 1 through 7. Wesely’s book provides a window on a world
language classroom in the U.S., a context ignored by researchers
during the last few decades. As such, the book signals significant
opportunities for further research. Finally, the book fulfills its
pedagogical goal by providing several questions that could stimulate
discussion in a graduate class.

ABOUT THE REVIEWER

Jose Manuel Pagán Rodríguez is a Spanish Applied Instructor in the
School of Languages and Literatures at the University of Tulsa
(Oklahoma, U.S.). He holds 2 MAs, one in teaching Spanish to speakers
of other languages from Universidad de Navarra (Spain) and another in
teaching Spanish and English as second languages from the University
of Southern Mississippi (U.S.). His work entails syllabus and course
design and development at all levels of proficiency, as well as
teaching language courses. Jose Manuel’s research interests include
the broader aspects of second-language instruction and acquisition and
second- and foreign-language pedagogy.



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