Enhancing Instructor Candidate Oral Proficiency through Interdepartmental Collaboration

Autor/inn/en	Kissau, Scott; Davin, Kristin J.; Wang, Chuang
Titel	Enhancing Instructor Candidate Oral Proficiency through Interdepartmental Collaboration
Quelle	In: Foreign Language Annals, 52 (2019) 2, S.358-372 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davin, Kristin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12394
Schlagwörter	Language Proficiency; Spanish; Second Language Instruction; Second Language Learning; Language Teachers; English (Second Language); Guidelines; Benchmarking; Teacher Shortage; Oral Language; Language Skills; Online Courses; Course Descriptions; Cooperation; Teacher Collaboration; College Faculty; Literature; Teacher Education; ACTFL Oral Proficiency Interview + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Spanisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Richtlinien; Lehrermangel; Oral interpretation; Mündlicher Sprachgebrauch; Online course; Online-Kurs; Kursstrukturplan; Co-operation; Kooperation; Lehrerkooperation; Fakultät; Literatur; Lehrerausbildung; Lehrerbildung
Abstract	National trends indicate that approximately half of world language instructor candidates in the United States struggle to meet the benchmark oral proficiency standard established by ACTFL (Kissau, 2014; Swender, 2003) and measured by the Oral Proficiency Interview (OPI). Given the critical instructor shortage, more needs to be done to help aspiring world language instructors to successfully complete this gatekeeper assessment. To help world language instructors develop the strong oral communication skills they need to successfully complete the OPI, an online, proficiency-based interdepartmental course was designed to enhance the oral communication skills of nonnative speakers of Spanish, many of whom were aspiring K-12 Spanish instructors. Interview and OPI data suggested that the course succeeded in enhancing students' oral proficiency when communicating in Spanish. The study presents a collaborative model demonstrating how education and language and literature faculty can work together to better prepare the next generation of world language instructors. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01