Foreign language teachers’ language proficiency and their language teaching practice

Richards, Heather; Conway, C.M.; Roskvist, Annelies; Harvey, Sharon

doi:10.1080/09571736.2012.707676

Cited by 70 publications

(90 citation statements)

References 11 publications

(4 reference statements)

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“…While problematic in the United States, the issue is globally pervasive as research in Australia (Weldon, 2015), Canada (Canadian Parents for French British Columbia & Yukon Branch, 2015), the United Kingdom (Nuffield Foundation, 2000), and New Zealand (Richards, Conway, Roskvist, & Harvey, 2012) attests. The shortage of WL teachers has also been well covered in Western media (Mason & Poyatos Matas, 2016a).…”

mentioning

confidence: 99%

The world language teacher shortage: Taking a new direction

Swanson

Mason

2018

Foreign Language Annals

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Since the end of World War II, international leaders have made calls addressing the world language teacher shortage. For almost 70 years, such rhetoric has been advanced, yet world language teacher shortages remain in many countries such as Australia, Canada, Ireland, New Zealand, the United Kingdom, and the United States. In this article, the authors discuss the past and current state of affairs of the shortage before advancing ideas for language teacher recruitment and retention to which a variety of stakeholders (e.g., parents, administrators, language teacher associations) can contribute immediately in order to address the world language teacher shortage in earnest.

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confidence: 99%

The world language teacher shortage: Taking a new direction

Swanson

Mason

2018

Foreign Language Annals

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“…This approach is consistent with literature on proficiency standards for language teachers. While emerging research reveals a correlation between general language proficiency and pedagogical skill in teaching the target language (e.g., Richards, Conway, Roskvist, & Harvey, ), the importance of reflexive language awareness and proficiency for specific purposes within the expected domains of the profession is also strongly highlighted (Freeman, ; Pearson, Fonseca‐Greber, & Foell, ; Wright & Bolitho, ). Just as the discourse practices of any profession are adopted and cultivated by its practitioners, the discourse practices of a language teacher must be developed through processes of observation, self‐awareness, practice, and mentoring.…”

Section: Discussionmentioning

confidence: 99%

Native and Nonnative Teacher Candidate Perceptions of Professional Language Development in an MA TESOL Program

et al. 2018

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“…Having a good command of English plays a pivotal role when one chooses teaching English as her or his profession. In a global context, the issues of foreign language teachers' proficiency have received significant attention (Harvey, Conway, Richards, & Roskvist, 2010;Richards, Conway, Roskvist, & Harvey, 2013;Richards, 2017). The estimated target language proficiency in these studies is commonly measured using performance-based tests (i.e.…”

Section: Introductionmentioning

confidence: 99%

“…The estimated target language proficiency in these studies is commonly measured using performance-based tests (i.e. oral and written language assessment) (Richards et al, 2013), while the perceived L2 proficiency, refers to the extent to which a person thinks that she is competent at communicating, is commonly assessed by soliciting her self-report data (i.e. questionnaire or survey) (Harvey et al, 2010& Richards, 2017.…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL teachers’ English language proficiency: Lessons from Indonesia

Wulyani

Elgort

Coxhead

2019

Indonesian J. Appl. Linguist.

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This paper reports on a study looking at the reading and writing proficiency and vocabulary knowledge of Indonesian EFL teachers, the relationship between proficiency and years of service, and the teachers’ own perceptions of their proficiency in English. Three proficiency tests (Vocabulary Levels Test/VLT, Reading and Writing Tests), questionnaire, and interview were used to collect data. The results point to mixed levels of English language proficiency, negative correlations between years of service and vocabulary, reading and writing test results, and that teachers themselves had difficulties in judging their own English language proficiency. Factors that inhibit the capacity of teachers to focus on their English proficiency are presented. Limitations of the study as well as implications for EFL teachers’ professional development (PD) and future research are also discussed.

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Foreign language teachers’ language proficiency and their language teaching practice

Cited by 70 publications

References 11 publications

The world language teacher shortage: Taking a new direction

The world language teacher shortage: Taking a new direction

Native and Nonnative Teacher Candidate Perceptions of Professional Language Development in an MA TESOL Program

Exploring EFL teachers’ English language proficiency: Lessons from Indonesia

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