Is the Field of Foreign Language Education Disposed to Change?

Martel, Jason

doi:10.1111/modl.12422

“…At the beginning of this section, we asked what it would take to adopt this systemic form of FL curriculum with a learner-centered educational vision. The answer is clear: It would take a significant change but, as Martel (2017) states, "maybe an upheaval is what it will take to ensure a consistently valuable education for our country's foreign language learners" (Martel, 2017, p. 431).…”

Section: Transforming Foreign Language Departmentsmentioning

confidence: 99%

Education for Sustainable Development in Foreign Language Learning

Fuente¹

2021

View full text Add to dashboard Cite

This unique volume utilizes the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning.Showcasing a variety of approaches to using content-based instruction (CBI) in college-level courses, this text valuably demonstrates how topics relating to environmental, social, and cultural dimensions of sustainability can be integrated in FL curricula. Chapters draw on case studies from colleges throughout the US and consider theoretical and practical concerns relating to models of sustainability-based teaching and learning. Chapters present examples of project-, problem-, and task-based approaches, as well as field work, debate, and reflective pedagogies to enhance students' awareness and engagement with sustainable development issues as they acquire a foreign language. Insights and recommendations apply across languages and highlight the potential contribution of FL learning to promote sustainability literacy amongst learners. This text will benefit researchers, academics, and educators in higher education with an interest in Modern Foreign Languages, sustainability education, training, and leadership more broadly.

show abstract

“…

As I am sure is the case with many language teacher educators, I am constantly pressed for time in my TESOL methods courses. I wish I had as many contact hours with my teacher candidates as those in other professions like medicine or law, especially because I consider teaching to be as much "life or death work" (Nieto, 2010, p. 239; see also Martel, 2017). Like many TESOL programs, the one in which I teach is three or four academic semesters in length, and for many of our students, those semesters represent their primary learning-to-teach experience.

…”

mentioning

confidence: 99%

Implementing “enhanced rehearsals” in a practice‐based TESOL methods course

Martel

¹

2020

Self Cite

View full text Add to dashboard Cite

As I am sure is the case with many language teacher educators, I am constantly pressed for time in my TESOL methods courses. I wish I had as many contact hours with my teacher candidates as those in other professions like medicine or law, especially because I consider teaching to be as much "life or death work" (Nieto, 2010, p. 239; see also Martel, 2017). Like many TESOL programs, the one in which I teach is three or four academic semesters in length, and for many of our students, those semesters represent their primary learning-to-teach experience. It is thus vital that I design courses that allow them to learn the knowledge, skills, dispositions, and identities associated with English teaching as efficiently, authentically, and effectively as possible.

show abstract

I Do and I Understand

Mitchell

¹

2019

Engaging Teacher Candidates and Language Learners With Authentic Practice

1

0

View full text Add to dashboard Cite

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

show abstract

Is the Field of Foreign Language Education Disposed to Change?

Cited by 5 publications

References 6 publications

Education for Sustainable Development in Foreign Language Learning

Education for Sustainable Development in Foreign Language Learning

Implementing “enhanced rehearsals” in a practice‐based TESOL methods course

I Do and I Understand

Contact Info

Product

Resources

About