Language Teacher Education: The Challenge for the Twenty-First Century

Schick, Jo-Anne; Nelson, Paul B.

doi:10.1080/00098650109599213

Cited by 6 publications

(4 citation statements)

References 10 publications

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“…Contemporary goals of language teaching and learning with its focus on various forms of communication across cultures and communities and the uses of language as a tool to acquire new knowledge, however, require far more than just the development of grammatical knowledge (National Standards in Foreign Language Education Project [henceforth the National Standards], , ). Learners are expected to have sociolinguistic, pragmatic, and interactive competencies to enable them to communicate with language communities beyond the classroom (Schick & Nelson, ). In addition, they are expected to be problem solvers equipped with the necessary strategies for interpreting authentic texts, to explain cultural perspectives that undergird products and practices, and to acquire new knowledge in content‐based courses.…”

Section: Introductionmentioning

confidence: 99%

“…Using the framework of the ACTFL/NCATE standards, this review incorporates pertinent information from the few studies that highlight individual components of strong program models. In addition, other literature reviews in this area, specifically those by Scebold and Wallinger (), Schick and Nelson (), and Vélez‐Rendón (), will help provide a foundation for this review. Other reviews have been done on ESL/TESOL education programs (Wright, ), and while there are clear cross‐disciplinary connections between that field and foreign language teacher education (Vélez‐Rendón, ), this review focuses specifically on teacher education for foreign language teachers in the United States, at both the K–12 and post‐secondary levels.…”

Section: Introductionmentioning

confidence: 99%

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In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation

Huhn

2012

Foreign Language Annals

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Today's teachers must be more than transmitters of knowledge who orchestrate repetitive practice of decontextualized language forms with students: They need to infuse language instruction with meaning and purpose, design opportunities for interaction within and beyond the classroom, and provide responsive and useful assistance throughout the learning process. This review reveals a paucity of empirical research that provides evidence for models of foreign language teacher preparation with the potential to prepare teachers for this role. Despite this lack of research, this review illustrates how the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (ACTFL, 2002) may be invoked as a viable framework for identifying the components of effective and innovative foreign language teacher preparation programs, presenting current programs that exemplify those components, and suggesting continued application of the standards and future research to further define features of model teacher preparation.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation

Huhn

2012

Foreign Language Annals

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“…These studies highlight the relevance of the language teachers' psychopedagogical competence (Schick & Nelson, 2001, Mâţă et al, 2013Mâţă, 2014). The teachers' initial training can be no longer limited tothe content and methodologies of traditional approaches.…”

Section: Introductionmentioning

confidence: 94%

The Perceptions of Future Language Teachers towards the Areas of Change at the Level of Initial Training Programmes

Mâță

Roxana

2018

Journal of Language and Cultural Education

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The quality of training teachers is an issue of great interest in many countries throughout the world. In this study there is highlighted the growing importance of initial teacher training for future language teachers, which implies the need for identifying the areas of change. The aim of the research consists in exploring the perceptions of preservice teachers regarding the areas of changes at the level of the initial training programmes. A total of ninety-five stratified selected pre-service language teachers participated in this study. We have explored the following research questions: A. What are the areas of change in the field of pedagogical competences development at the level of initial training programmes in the perception of future language teachers?; B. Are there any significant differences between the perceptions of pre-service language teachers regarding the areas of change in the field of pedagogical competences development at the level of initial training programmes according to their year of study, specialization, and age? A qualitative methodology employing semi-structured interviews was used to allow flexibility in the exploration of the conceptions of pre-service teachers on the areas of change at the level of initial training programmes. The study is relevant and valuable by offering first-hand signalling of the “areas of changes” proposed as a result of their own representations, with the purpose of developing innovative initial training programmes, with positive long-term effects.

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“…However, the current purposes of language learning and teaching require far more than just acquiring grammatical competence and focus on communication among people and use language as an instrument to acquire knowledge (National Standards in Foreign Language Education Project, 2006). Learners should be equipped with sociolinguistic and strategic competences so that they can communicate in real life situations (Schick & Nelson, 2001). As a result, teachers cannot assume the role of a person who just imparts grammatical knowledge.…”

Section: Review Of the Literaturementioning

confidence: 99%

An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

Gholami

Sarkhosh

Abdi

2016

Journal of Teacher Education for Sustainability

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This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

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Language Teacher Education: The Challenge for the Twenty-First Century

Cited by 6 publications

References 10 publications

In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation

In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation

The Perceptions of Future Language Teachers towards the Areas of Change at the Level of Initial Training Programmes

An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

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