No abstract

There is concern among second language educators in Canada that male students are losing interest in studying French as a second language (FSL). In response, in the fall of 2003, a study was conducted to investigate gender differences in second language (L2) motivation among Grade 9 core French students. Building upon the traditional model of L2 motivation that emphasizes learner attitudes toward the target-language community, the researcher broadened the concept of L2 motivation to include both societal and classroom-related factors. A mixed methodology was then employed to determine if gender differences in these factors exist among Grade 9 FSL students. Approximately 500 students in Grade 9 completed a questionnaire. The significant findings of the questionnaires were then explored in interviews with students and teachers. As the study progressed, it became apparent that societal perceptions of what is appropriate for males lay at the root of the identified.

Using data from a large‐scale, mixed‐method study involving 222 K–12 foreign language (L2) teachers and their supervisors (see Kissau, Yon, & Algozzine, 2011), in this article the researchers explore differences in beliefs across four demographic groups: experienced and inexperienced teachers, teachers with L2 teacher training and those without, teachers of different foreign languages, and immersion and traditional L2 teachers. While survey responses were similar in each of the comparisons, interview data emphasized that members of each group faced unique challenges that influenced their beliefs and classroom practices. The results speak to the need to tailor training to meet the needs of different groups of L2 teachers and for contextual factors to be incorporated into future research related to teacher beliefs.

Studies investigating teacher candidate performance on traditional assessments of content knowledge place emphasis on just one of many skills needed to be an effective foreign language teacher; they also fail to explain why many teacher candidates with advanced oral proficiency struggle in the classroom and why some with less advanced language skills perform well. Using both quantitative data from Oral Proficiency Interviews, the Praxis Subject Assessment, and the edTPA scores for 21 native‐ and nonnative‐speaking teacher candidates of French and Spanish, as well as qualitative data collected from teacher candidate interviews, the study investigated the types of content knowledge that are necessary to be an effective foreign language teacher. Results suggest four distinct types of content knowledge, each of which is critical to being an effective teacher, and on which teacher candidate performance may vary widely. The results have implications for the establishment of program completion, teacher licensure, and accreditation requirements.

The Oral Proficiency Interview (OPI) has been increasingly used in academia. However, while multiple studies have documented the growth in OPI implementation across the United States and the proficiency rates of its completers, few have focused specifically on foreign language teacher candidates, and even fewer have investigated the impact that this proficiency assessment may have on language teacher training programs. To better understand the impact of the OPI on foreign language teacher education programs and help guide programmatic decision making, a case study was conducted of one such program that recently implemented the OPI as part of its licensure requirements. The results confirmed earlier research with respect to expected proficiency outcomes of foreign language teacher candidates. The results also suggested that the OPI requirement did not negatively affect program enrollment, nor did teacher trainees negatively perceive the OPI requirement. Finally, the study provided evidence of the positive impact the OPI may have on a foreign language teacher education program. Recommended practices for implementing the OPI in teacher training programs and ways to support foreign language teacher candidates who must complete the assessment are discussed.