World language teachers’ beliefs and practices in asynchronous courses at two-year colleges

This qualitative, multiple case study investigates the beliefs and practices of four world language instructors at two-year colleges who teach asynchronous online courses, drawing on Borg’s (2006) Language Teacher Cognition framework. This framework accounts for prior schooling, professional coursework, and contextual factors, including institutional context, to explore how instructors’ beliefs influence their pedagogical practices in asynchronous environments. Data were collected via semi-structured interviews and asynchronous classroom observations over an academic semester.