Foreign Language Teacher Development: MLJ Perspectives—1916–1999

Abstract

The preparation of U.S. foreign language (FL) teachers has been a frequently discussed topic during the past century. As the oldest, continuously published American journal devoted to FL learning and teaching, the MLJ provides an overview of the many issues pertinent to FL teacher education that the profession has grappled with. This historical review traces discussions and developments in teacher preparation and certification since the MLJ 's inception in 1916. In three sections, each covering a quarter century of the Journal 's publications, the article describes the most relevant discussions and events that have helped shape FL teacher education in the United States. Although many efforts —and doubtlessly many advances —have been made to assure a supply of qualified FL teachers for the nation 's schools, many of the problems discussed more than 80 years ago still remain unsolved. The author hopes that a critical look at the past will help the profession to focus on those proposals that are finding emerging consensus and to prioritize those needs and activities that help effect meaningful change in improving the qualifications of FL teachers.

The characteristics of effective english teachers as perceived by high school teachers and students in Korea

“…Indeed, foreign language proficiency has been considered a crucial variable important to foreign language teaching (Buchmann, 1984;Lafayette, 1993;Schulz, 2000). Buchmann (1984) argued that teachers' command of a foreign language made it possible to use the target language in class, personalize lessons according to students' backgrounds, and facilitate effective lesson planning.…”

“…More specifically, Lafayette (1993) speculated that the recommended level of teachers' foreign language proficiency ought to be the advanced level as determined by the ACTFL proficiency guidelines. Deploring foreign language teacher education based more on opinions than research, Schulz (2000) indicated that the adequate linguistic proficiency required for effective foreign language teaching should be determined imminently.…”

Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching

“…It becomes clear that the significant relationship between foreign language and education has received little attention (Schulz, 2000).…”

“…Studies on language teacher education are strikingly few compared with the large amount of literature on general teacher education (Bernhardt & Hammadou, 1987;Freeman & Johnson, 1998;Houston, 1990;Schulz, 2000;Velez-Rendon, 2002 (Bernhardt & Hammadou, 1987). Freeman and Johnson (1998) …”

“…All 36 these and other studies have significantly contributed to foreign language teaching and learning. However, fewer studies focus on language teachers and teacher education (Freeman & Johnson, 1998;Schulz, 2000) and their attendant beliefs about the language teaching and learning process (Freeman & Freeman, 1994;Freeman & Johnson, 1998;Freeman & Richards, 1996;Velez-Rendon, 2002). …”