Interaction Analysis and Microteaching for the Training of Modern Language Teachers

A description of a training concept for teachers of modern languages, which is based on microteaching and interaction analysis. The necessity of foreign language specific modifications is stressed because of the specific situation in language teaching where language is at the same time medium and content of instruction. The training can start with the language learning experience of the student teacher, and this experience can be turned into teaching skills and teaching experience by means of interaction analysis. Interaction analysis categories, as developed by Flanders and others, cannot indicate the close relationship between aims and methods and teacher behavior typical for foreign language teaching. They have to be reworked on a subject specific basis. In this respect only a preliminary study is presented within a broader project where such specific categories will be developed. Because language teaching aims at communicative competence of the student, the categories also must reflect the reproductive and active verbal behaviors of the students in more detail. The course design for language teacher training is characterized by seven steps: (1) language learning experience (The teacher will be put in the learner's position again.); (2) analysis of teaching with method-specific categories; (3) skill definition and lesson planning; (4) looking at model films and videotapes; (5) microteaching sessions--the steps four and five are repeated as often as the teacher feels necessary; (6) teaching (where planning, microteaching are integrated into a teaching context: a kind of micro class); and (7) analysis of these teaching attempts. The necessity of further research in the areas of language teaching skills and the effects of training and simulation is stressed. AA