Infusing core content into the Kentucky foreign language class

This study examines the infusion of Kentucky Core Content into the foreign language classroom through two years of qualitative research. Personal interviews, classroom observations, informal surveys and document review were involved in completing the research. The purpose was to discover how often these experienced foreign language teachers in Kentucky public high schools actually infuse core content into their foreign language teaching. The study includes a brief discussion of pedagogical styles, foreign language standards, administrative support for foreign language (FL) programs and plans for future statewide assessment of foreign languages. The study reveals that for these subjects the inclusion of other core content material and the methodology used to incorporate, or infuse, other disciplines into their area depends upon several factors. The most common of these are the instructor's personal teaching style, the administrative emphasis on the annual state wide assessment, known as the CATS test, the language taught, and the familiarity with Kentucky Core Content testing material. The findings suggest that these experienced teachers have always espoused interdisciplinary teaching and have refined it throughout their careers, but that such connections are not always aligned with the Kentucky Core Content Assessment (CATS). However, three of the participants have begun to intentionally include CATS material in their curriculum design. Lastly, the teachers in the study that were the least likely to infuse core content were either in schools that scored well on the latest CATS exam or in schools where the administration did not require foreign language instructors to incorporate core content into their lessons.