Perceptions of place‐based pedagogies in language education through the lens of K‐16 teachers

Abstract Place‐based education focuses on leveraging places, contexts, and environments to connect students meaningfully with their own communities and those they are studying. Guided by place‐based learning theory within the context of language learning, this study examined how 154 US‐based K‐16 language educators perceived place and space, and how they understood and implemented place‐based pedagogies (PBP) in their teaching practices. The study employed a mixed‐methods approach, incorporating both a 40‐question survey and semistructured interviews with five educators representing various educational tiers and institution types to investigate language teachers' perspectives on the role of place and PBP in foreign language teaching and learning. The results of this study will inform the development of innovative teaching materials on PBP in language education, bridging the gap between theory and practice.