A Decade of Research in Foreign Language Teacher Education

Bernhardt, Elizabeth B.; Hammadou, Joann

doi:10.2307/326448

Cited by 10 publications

(4 citation statements)

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“…Numerous articles on TA training that describe the need for and different models of foreign language teacher education programs (e.g., Nerenz, Herron, & Knop, 1979;van Note Chism & Warner, 1987;Rivers, 1983) and teacher preparation programs (e.g., Bernhardt & Hammadou, 1987;Chaput, 1991;Donahue, 1980, Ervin, 1981Herschensohn, 1992;Knop & Herron, 1982;Lee & VanPatten, 1991;Parrett, 1987;Pons, 1987;Rammuny, 1989;Rava, 1987;Zimper & Yessayan, 1987) have been written over the last few decades. A few empirical studies also attempted to document practices in TA training, supervision, and evaluation (Ervin & Muyskens, 1982;Nerenz, Herron, & Knop, 1979;Schulz, 1980).…”

Section: Literature Reviewmentioning

confidence: 99%

Foreign Language TAs' Perceptions of Training Components: Do We Know How They Like to Be Trained?

Brandl

2000

The Modern Language Journal

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This article describes a survey of foreign language teaching assistants'(TAs') perceptions of which elements of training they consider beneficial to their development as language instructors. Fifty-six novice and experienced TAs participated in the survey; 23 in follow-up interviews. The results of the survey, which distinguished between individual and group training methods, showed that informal discussions with peers and the supervisor, end-of-course student evaluations, and small-group in-class student interviews were rated highest. Preservice training was rated highest in the group training category. This article further discusses potential variables that support the rationales for the TAs' ratings and suggests that the TAs' self-initiative in seeking out advice, feedback data from students, the consultant's role, her or his rank and knowledge in formal feedback sessions, focused and concrete feedback, and the mode of data collection play a major role in determining the degree of success of the training method.

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Section: Literature Reviewmentioning

confidence: 99%

Foreign Language TAs' Perceptions of Training Components: Do We Know How They Like to Be Trained?

Brandl

2000

The Modern Language Journal

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“…Unfortunately, the data analysis was based on barely 12% of the respondents and thus cannot be generalized. Bernhardt and Hammadou (1987) analyzed the state of research in FL teacher education in light of issues raised in Tomorrow's Teachers: A Report of the Holmes Group (1986). Looking at the past decade's (1977)(1978)(1979)(1980)(1981)(1982)(1983)(1984)(1985)(1986)(1987) publications in the area of second (L2) or FL education, the authors hoped that their analysis would shed light on the following questions: "What should foreign language teachers know?…”

Section: Research Related To Fl Teacher Behavior/teacher Effectivenessmentioning

confidence: 99%

Foreign Language Teacher Development: MLJ Perspectives—1916–1999

Schulz

2000

The Modern Language Journal

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The preparation of U.S. foreign language (FL) teachers has been a frequently discussed topic during the past century. As the oldest, continuously published American journal devoted to FL learning and teaching, the MLJ provides an overview of the many issues pertinent to FL teacher education that the profession has grappled with. This historical review traces discussions and developments in teacher preparation and certification since the MLJ 's inception in 1916. In three sections, each covering a quarter century of the Journal 's publications, the article describes the most relevant discussions and events that have helped shape FL teacher education in the United States. Although many efforts —and doubtlessly many advances —have been made to assure a supply of qualified FL teachers for the nation 's schools, many of the problems discussed more than 80 years ago still remain unsolved. The author hopes that a critical look at the past will help the profession to focus on those proposals that are finding emerging consensus and to prioritize those needs and activities that help effect meaningful change in improving the qualifications of FL teachers.

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“…Foreign language teacher education has always been extensively researched (Bernhardt & Hammadou, 1987;Richards & Nunan, 1990;Velez-Rendon, 2002). Research has covered various aspects of the field, such as the need to re-conceptualise the knowledge base of language teacher education (Freeman & Johnson, 1998), the impact of intercultural experience on teacher professionalism (Gu, 2005), a sociocultural perspective on L2 teacher education (Johnson, 2006), teacher cognition (Borg, 2003), incorporation of classroom observation -a form of reflective practice -into teacher education programmes (Geyer, 2008), professional development needs of nonnative EFL teachers (Wall, 2008) and cooperative approaches to TESOL teacher education (DelliCarpini, 2009), to name but a few.…”

Section: Introductionmentioning

confidence: 99%