Language program directors speak out: Challenges and opportunities in enhancing L2 pedagogy.

Intercultural competence and social justice are increasingly becoming priorities in university-level second
language (L2) teaching in the United States. However, previous research demonstrates that, in many
departments, deep-rooted instructional practices remain at odds with these objectives. This qualitative
study, based on semi-structured interviews, explored the experiences of nine language program directors
(LPDs), responsible for shaping and overseeing undergraduate instruction, who worked at nine different
four-year colleges and universities in the United States during 2021-2022. It aimed to identify (a) the
primary teaching methods used in their departments and (b) self-reported obstacles encountered in
effecting pedagogical change. Findings revealed a heavy reliance on communicative approaches,
frequently accompanied by goals to prioritize social justice and intercultural competence, which were
hindered for some participants by institutional, departmental/programmatic, resource, knowledge/skill,
and attitudinal barriers. Recommendations are provided for minimizing such obstacles, promoting
democratic sharing of pedagogical knowledge within departments/programs, and enabling evidence-based
pedagogical change.