Linda Quinn Allen (PhD, Purdue University) is Assistant Professor of French and Foreign Language Education at Iowa State University, Ames, Iowa.
Teachers' Pedagogical Beliefs and the Standards for Foreign Language Learning
Article first published online: 9 SEP 2010
2002 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 35, Issue 5, pages 518–529, September 2002
How to Cite
Allen, L. Q. (2002), Teachers' Pedagogical Beliefs and the Standards for Foreign Language Learning. Foreign Language Annals, 35: 518–529. doi: 10.1111/j.1944-9720.2002.tb02720.x
- Issue published online: 9 SEP 2010
- Article first published online: 9 SEP 2010
ABSTRACT: This study examined Midwestern foreign language teachers‘ (n = 613) responses to the Foreign Language Education Questionnaire (FLEQ) in order to determine the extent to which their beliefs are consistent with major constructs underlying the Standards for Foreign Language Learning in the 21st Century. Additionally, respondents rated their familiarity with the standards and provided background information that was used to identify factors that influence their beliefs. The purpose of this study was to provide direction for teacher education, in-service professional development, and future research. Analysis of the data suggests that the teachers believe that foreign language instruction should be delivered in the target language, available to all students, consonant with the “Weave of Curricular Elements,” included in early elementary school curriculum, and within the coverage model. Generally, the teachers felt somewhat familiar with the standards. Factors that have an impact on their beliefs include urban versus rural location, membership in professional organizations, gender, percentage of teaching assignment in a foreign language, highest educational degree earned, and private versus public school.