“Visions” of K‐12 Foreign Language Teacher Recruitment in Higher Education

Abstract

This article addresses the role of college and university professors in foreign language teacher recruitment (K‐12) and lobbies for increased involvement in recruitment efforts. The discussion includes explanations of why many foreign language professors who are not affiliated with Schools or Colleges of Education frequently do not recommend foreign language teaching careers to their students. Also delineated are the benefits of more participation in recruitment efforts by foreign language professors from traditional, humanities‐based departments of foreign languages and literatures. The article concludes with 22 reasons to be a foreign language teacher — a resource for presenting the positive aspects of the foreign language profession to potential foreign language teacher candidates.

Foreign Language Instruction in U.S. Schools: Results of a National Survey of Elementary and Secondary Schools

“…The implications for teacher training institutions are obvious: Universities and colleges need to augment and improve the preparation and training of K–12 language teachers (Schrier, 2001) and actively recruit foreign language teacher candidates (Long, 2004). At the same time, school districts, state departments of education, and the federal government need to identify ways to meet the need for expanded language teacher education, certification, and professional development.…”

Perceptions of self-efficacy for two types of second language methods instruction

“…Over the 10-year period up to 2005, the number of students enrolled in Limited English Proficiency programs in the US has increased by more than 1.2 million students, representing an increase of more than 38% (Martin, 2007). Accompanying the increase of second language (L2) learners in K-12 classrooms is the need for more qualified L2 teachers (Long, 2000;Modern Language Association of America, 2007).…”