The world language teacher shortage: Taking a new direction
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...
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| Veröffentlicht in: | Foreign language annals 2018-03, Vol.51 (1), p.251-262 |
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| creator | Swanson, Pete Mason, Shannon |
| description | 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.
Challenges
Since the end of World War II, international leaders have called attention to the world language teacher shortage, yet the shortage exists more than 70 years later. What immediate, active steps and initiatives can be taken to remedy this situation?
Video & Discussion |
| doi_str_mv | 10.1111/flan.12321 |
| format | Article |
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Challenges
Since the end of World War II, international leaders have called attention to the world language teacher shortage, yet the shortage exists more than 70 years later. What immediate, active steps and initiatives can be taken to remedy this situation?
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Challenges
Since the end of World War II, international leaders have called attention to the world language teacher shortage, yet the shortage exists more than 70 years later. What immediate, active steps and initiatives can be taken to remedy this situation?
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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.
Challenges
Since the end of World War II, international leaders have called attention to the world language teacher shortage, yet the shortage exists more than 70 years later. What immediate, active steps and initiatives can be taken to remedy this situation?
Video & Discussion</abstract><cop>Alexandria</cop><pub>Wiley-Blackwell</pub><doi>10.1111/flan.12321</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Foreign language annals, 2018-03, Vol.51 (1), p.251-262 |
| issn | 0015-718X 1944-9720 |
| language | eng |
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| source | Access via Wiley Online Library; Education Source |
| subjects | Academic Achievement advocacy and policy Educational History Educational Trends foreign/second language teacher preparation Language Teachers Preservice Teachers Science Teachers Second Language Instruction Second Language Learning Second language teachers Shortages Standardized Tests teacher development Teacher Persistence Teacher Recruitment Teacher Shortage Undergraduate Students value of language learning |
| title | The world language teacher shortage: Taking a new direction |
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