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In the communicative paradigm oral proficiency is fundamental and successful language learners are expected to express themselves with fluency (Granfeldt et al., 2023). Even though oral fluency is well defined in applied linguistics and SLA research as a part of oral proficiency (e.g. Segalowitz, 2010), few studies discuss what teachers think and how they work with oral proficiency in the foreign language classroom (Baker-Smemoe et al., 2014; Bardel et al., 2023). After English, Spanish is the most studied language in French and Swedish schools. Both coun- tries’ curricula are based on the functionalist view in the Common European Framework of Reference for Languages (CEFR) where oral proficiency and fluency are key concepts. However, neither CEFR nor the respective national policy documents define what fluency is or how it should be taught. 

Drawing on ecological and complexity theories, languages are regarded as Complex Dynamic Systems (CDST) (Hiver et al., 2022). Languages are seen as non-linear, complex systems with a multitude of variables. Consequently, language learning is also non-linear: Learners experience backslides, jumps, and stagnations in their learning process (De Bot, 2008; Larsen-Freeman, 1997). Teacher beliefs are a key concept since they could adequately explain what happens in the classroom (Burns, 1992). Beliefs and practices are related concepts even though there is no consensus regarding the impact beliefs have on teachers’ practices (Borg, 1998). Teacher beliefs and classroom practices are also seen as Complex Dynamic Systems; taking a CDST perspective, teacher beliefs are situated in a state of constant change depending on context (Burns & Knox, 2011). 

To bridge the gap between SLA theory and teacher practice (Spada, 2022), this doctoral project focuses on teacher beliefs and practices regarding oral proficiency, with a special focus on flu- ency. Using a Case Study design, upper secondary Spanish teachers in France and Sweden are interviewed then observed and videorecorded during various classes. The recordings are then used for a stimulated recall interview (Gass & Mackey, 2000). The interviews are transcribed and analyzed thematically (Braun & Clarke, 2006). 

The study aims to better understand Spanish teachers’ beliefs and practices regarding oral proficiency in a European context, and consequently offer a possibility of more equity in the definition and assessment of learners’ oral fluency. In this doctoral workshop I hope to discuss both methodological and theoretical choices and implications for the project.