A Review of High-Leverage Teaching Practices: Making Connections Between Mathematics and Foreign Languages
Article first published online: 8 MAY 2012
© 2012 American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 45, Issue s1, pages s76–s97, Summer 2012
How to Cite
Hlas, A. C. and Hlas, C. S. (2012), A Review of High-Leverage Teaching Practices: Making Connections Between Mathematics and Foreign Languages. Foreign Language Annals, 45: s76–s97. doi: 10.1111/j.1944-9720.2012.01180.x
- Issue published online: 8 MAY 2012
- Article first published online: 8 MAY 2012
- anticipating student misconceptions;
- best practices;
- high-leverage teaching practices;
- multiple representations;
Recent discussions in the field of teacher education call for more practice-based professional development as a way to provide pre-service teachers with the necessary skills to significantly advance student learning. High-leverage teaching practices (HLTP) are a core set of teaching practices that, when executed proficiently by accomplished novice teachers, are said to promote higher gains in student learning over other teaching practices. In this review, we define and identify possible practices within specific teaching domains against the backdrop of the history of HLTP in the field of mathematics education, a pioneer in this area. We then extend and apply the work in mathematics to foreign language (FL) education. Examining HLTP from the perspective of mathematics education provides a useful initial framework to the FL education community to identify and establish its own set of practices and ground future research in this area.