Target Language Use among DLIFLC Faculty and Students

Abstract

A considerable body of research has shown the benefits of target language use in language instruction; challenges and questions remain, however, in terms of how to use the target language effectively. To emphasize the importance of target language use at DLIFLC, the Target Language Use Command Policy #21 was issued in October 2022 and reinforced in July 2024. This research project was conducted two years after the policy was originally issued (i.e., from February to August 2024) and sought to evaluate the implementation of the policy, as well as to identify best practices for target language use in Basic Courses. Six Undergraduate Education (UGE) languages were studied: Arabic, Chinese Mandarin, Korean, Persian Farsi, Russian, and Spanish. Data collection consisted of aggregated and anonymized End of Program Student Questionnaire, (ESQ) ratings and comments; 20 classroom observations; 15 interviews with deans and chairs; and survey results for faculty (N=83) and students (N=222). Quantitatively, students and faculty report that the Target Language Use Command Policy is generally followed by faculty and students and that schools and teachers enforce the policy. For example, in their ESQ final course evaluations, students reported that their teachers “ensured that the target language was the primary language in the classroom” at a level of 3.73 out of 4.0 (N=6,631), and a majority of faculty respondents reported that the policy is enforced in their school (4.06/5.0). Yet interviews, observations, and survey comments reveal challenges to implementing the policy and opportunities for training and greater enforcement.