This study reports the findings of a national survey on PreK–12 world language teacher development (WLTD), and was conducted in order to assist the profession as simultaneously it confronts the intersecting challenges of a nationwide world language (WL) teacher shortage, strives to meet new teacher preparation standards, and ensures the future of language teaching and learning in American schools. The 164 methods instructors (MIs) described the contexts in which they address pre‐service candidates' needs and aspirations, and shared their opinions on the current status of WLTD, the perceived impediments to promoting its well‐being, and the structures that are necessary to guarantee success in providing superior teachers for tomorrow's language learners. Implications for the profession are explored.
In an era of long‐standing world language teacher shortages, the preservice mentoring process has become even more critical. Using data from a national survey, this study provides a profile of PreK–12 world language cooperating teachers (CTs) and shares their beliefs about and perspectives on the teacher candidates with whom they work, their interactions with postsecondary stakeholders, their reasons for serving as CTs, and the challenges that inhibit the smooth and meaningful induction of new colleagues into the profession. Implications highlight opportunities for reform in world language teacher development.
This purpose of this study was to analyze the terms illegal alien, illegal immigrant, and undocumented immigrant in order to determine if these legal synonyms exhibit pragmatic differences in actual practice found in American media. Studies have reported that differences in terminology, metaphor, and discourse framing largely serve to dehumanize or empower immigrants for partisan purposes in legal language (Johnson 1996), politics (Mehan 1997), and in the media (Santa Ana, 1999). Given the semantic presumption of criminality with the terms illegal alien and illegal immigrant, it can be argued that undocumented immigrant is used in more positive contexts in the media when compared with the terms illegal alien or illegal immigrant. In order to test this theory, the authors used the Corpus of Contemporary American English (COCA, 2016) to analyze the frequency, presumption of criminality in context, and different media outlets’ use of illegal alien, illegal immigrant, and undocumented immigrant. Results of this study found that the terms illegal immigrant and illegal alien have been used significantly more in American media than the term undocumented immigrant, although that trend appears to be shifting. While there was little difference in the presumption of criminality with illegal immigrant and undocumented immigrant, contexts using illegal alien assumed criminality twice as often as the other terms. Fox News and CNN used terms with illegal much more than any other group, although CNN has largely phased the terms out of use in recent years; NPR used the term undocumented immigrant significantly more than other media.
MLJ Review PolicyThe MLJ reviews books, monographs, computer software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended primarily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; and (d) convey information from other disciplines that relates directly to foreign and second language teaching and learning. Reviews not solicited by the MLJ can neither be accepted nor returned. Books and materials that are not reviewed in the MLJ cannot be returned to the publisher. Responses should be typed with double spacing and submitted electronically online at our Manuscript Central ad-
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