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

Autor/inn/en	Glisan, Eileen W.; Swender, Elvira; Surface, Eric A.
Titel	Oral Proficiency Standards and Foreign Language Teacher Candidates: Current Findings and Future Research Directions
Quelle	In: Foreign Language Annals, 46 (2013) 2, S.264-289 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12030
Schlagwörter	Oral Language; Language Proficiency; Teacher Effectiveness; Standards; Language Teachers; Second Language Instruction; Second Language Learning; Professional Associations; Language Tests; Context Effect; College Second Language Programs; Guidelines; Scores; Second Languages; Classification; Teacher Education; Interviews; Regression (Statistics); ACTFL Oral Proficiency Interview + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standard; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Language test; Sprachtest; Richtlinien; Second language; Zweitsprache; Classification system; Klassifikation; Klassifikationssystem; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Regression; Regressionsanalyse
Abstract	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. (Contains 10 notes, 10 tables, and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10