Facing reality: A survey of methods instructors’ perspectives on world language teacher development

Abstract

This study reports the findings of a national survey on PreK–12 world language teacher development (WLTD), and was conducted in order to assist the profession as simultaneously it confronts the intersecting challenges of a nationwide world language (WL) teacher shortage, strives to meet new teacher preparation standards, and ensures the future of language teaching and learning in American schools. The 164 methods instructors (MIs) described the contexts in which they address pre‐service candidates' needs and aspirations, and shared their opinions on the current status of WLTD, the perceived impediments to promoting its well‐being, and the structures that are necessary to guarantee success in providing superior teachers for tomorrow's language learners. Implications for the profession are explored.

A survey of world language cooperating teachers: Implications for teacher development

“…Approximately three‐fourths of all CTs were over the age of 40, with 36.2% between the ages of 51 and 60. One significant issue for consideration is the impact of CT retirement on PreK–12 WL programs in light of two challenges: (a) the established WL teacher shortage (Swanson, ) and (b) the precarious status of WL teacher education programs due to budget constraints and low enrollment (García et al, ). As WL CTs retire, who will work with the next, increasingly small number of TCs who plan to enter tomorrow's WL classrooms and teach our PreK–12 learners?…”

“…Similarly, it may be easier to assign TCs to secondary‐level placements due to the limited availability of PreK–5 settings and programs. While scholars (García et al, ; Hoyt & Terantino, ) have routinely suggested the purposeful selection of CTs based on qualifications, Russell and Davidson Devall () argued that the limited supply of CTs makes it difficult to enact such a practice. Given the established influence of CTs on TC practice both during and following the practicum—confirmed by Behney's () finding that “teacher candidates expressed concern that the placement and choice of their CT could potentially advantage some candidates while making it more challenging for others to meet expectations” (pp.…”

“…A decade that arguably could be described as the transformative period for PreK-12 WL education-as García (2014), García et al (2019), Nerenz (1993), Phillips (1989) contended-the 1980s witnessed the advent of the communicative instruction and proficiency movements together with a growing emphasis on teacher standards. Despite recommendations for improving WLTD (Abbott & Carter, 1985;Cannon, 1981;Moskowitz, 1971;Nerenz, 1979;Nerenz & Knop, 1982), no extensive data-based analysis that was dedicated to the multifaceted contributions of the CT exists from those years.…”

“…The implication for the TC's experiential growth is that site and placement selection with a CT should be purposeful and in keeping with WLTD goals and standards of student achievement. Similarly, García et al (2019) reported professional insularity due to the ostensibly arbitrary CT selection by non-WLTD stakeholders and CTs' lack of knowledge of who the field supervisor was and what his/her qualifications were (see also Kissau & Algozzine, 2013).…”

“…Few studies exist, however, regarding the relevant contributions the CT makes to the induction of future PreK–12 language educators, as Delaney () pointed out in her literature review on mentoring preservice and beginning WL teachers. While work on the relationships among CTs, teacher candidates (TCs), and methods instructors (MIs) has begun to fill this gap (Behney, ; García, Moser, & Davis‐Wiley, ; Kissau, Hart, & Algozzine, ; Swanson & Hildebrandt, ), Payant and Murphy's () observations about the relative sparsity of language‐specific investigations may still be pertinent. WLTD lacks a tradition of inquiry, and the WL research focus has prioritized other aspects of the induction process, such as the teaching practicum or issues of accreditation, certification, and assessment.…”