Baines, LawrenceBorden, Rebecca2017-05-112017-05-112017-05http://hdl.handle.net/11244/50773The quality of instruction in foreign language classes can be widely variable. The purpose of this qualitative case study was to uncover the approaches to instruction enacted by five high-achieving university Spanish instructors at a doctoral-level university in the southwestern United States. Findings indicate that high-achieving university Spanish instructors shared the traits of enthusiasm, clarity, high levels of student engagement, well-established control, and care. Embedded in these behaviors, high-achieving instructors were observed to employ the use of activities that developed communicative competence. A strong emphasis on speaking and listening in the target language, and some aspects of Task-based Language Teaching were also evident, although specific approaches in each of these areas varied by instructor based on language background and teaching philosophy. Student-performance in courses taught by high-achieving instructors was significantly higher in all four skill areas—reading, writing, speaking, and listening—than the performance of students in courses taught by low-achieving instructors. Findings support the notion that approaches to instruction have a palpable, practical impact on student learning. Engaging courses and caring instructors contributed to positive language-learning experiences and relatively higher levels of learning.Language Teacher Effectiveness, Foreign Language in Higher-Education, Self-efficacy, ACTFL in Higher-Ed