Oral Proficiency Standards and Foreign Language Teacher Candidates: Current Findings and Future Research Directions

The renewed national focus on teacher quality and effectiveness has resulted in more rigorous standards that describe the knowledge and skills required of teacher candidates across all disciplines. In the area of foreign languages, three sets of professional standards address the oral proficiency of...

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Veröffentlicht in:Foreign language annals 2013-06, Vol.46 (2), p.264-289
Hauptverfasser: Glisan, Eileen W., Swender, Elvira, Surface, Eric A.
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container_title Foreign language annals
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creator Glisan, Eileen W.
Swender, Elvira
Surface, Eric A.
description The renewed national focus on teacher quality and effectiveness has resulted in more rigorous standards that describe the knowledge and skills required of teacher candidates across all disciplines. In the area of foreign languages, three sets of professional standards address the oral proficiency of teachers in the target languages they teach across the career continuum. For teacher candidates, the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (2002) establish minimum oral proficiency levels based on the ACTFL Proficiency Guidelines—Speaking (2012). Utilizing ACTFL Oral Proficiency Interview (OPI) data, this study examines to what extent candidates are attaining the ACTFL/NCATE Oral Proficiency Standard of Advanced Low in most languages or Intermediate High in Arabic, Chinese, Japanese, and Korean. Findings indicate that 54.8% of candidates attained the required standard between 2006 and 2012 and that significant differences emerged for language, year tested, and university program results. Further research that takes into account additional contextual information about candidates and programs will inform continuing professional dialogue about the oral proficiency of teacher candidates entering the profession.
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subjects ACTFL Oral Proficiency Interview
Advanced Low
Arabic language
Beginning Teachers
Chinese languages
Classification
College Second Language Programs
Context Effect
Foreign language learning
Guidelines
Interviews
Japanese language
Korean language
Language
Language Proficiency
Language Teachers
Language Tests
Meetings
NCATE
No Child Left Behind Act 2001-US
Oral Language
Physical Education
Professional Associations
proficiency
Regression (Statistics)
Scores
Second Language Instruction
Second Language Learning
Second language teachers
Second Languages
Success
Teacher Certification
Teacher Education
Teacher Education Programs
Teacher Effectiveness
teacher preparation
Teaching
title Oral Proficiency Standards and Foreign Language Teacher Candidates: Current Findings and Future Research Directions
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