The National Council for Accreditation of Teacher Education and the ACTFL suggest that a high proficiency in the Spanish language is essential for all Spanish teachers. With the growth of the Spanish‐speaking population in the United States and the diversity of Hispanic culture, teacher education programs need to ensure that teacher candidates are better equipped to face the increased demands of language proficiency. This study investigated both native and nonnative high school Spanish teachers' language practices outside and inside the school setting such as their level of involvement in target language activities. Results from a survey (106 completed questionnaires, 60% return rate) reveal several important implications for teacher educators and Spanish teachers as well as recommendations for future research.

No abstract