1944-9720/asset/cover.gif?v=1&s=9a2ecb891c43fe52c66f8198efc5a68da987dadf "Foreign Language Annals")
Stephanie Dhonau (EdD, University of Arkansas at Little Rock) is Instructor of Second Language Education at the University of Arkansas, Little Rock, Arkansas.
1944-9720/asset/FLAN_right.gif?v=1&s=7a3aa1ecffb70986ccc0ea4fc8da0780be8d024e)
An Electronic Portfolio for the ACTFL/NCATE Teacher Program Standards in the Second Language Methods Course 1
Article first published online: 31 DEC 2008
DOI: 10.1111/j.1944-9720.2005.tb02454.x
© 2005 American Council on the Teaching of Foreign Languages
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How to Cite
Dhonau, S. and McAlpine, D. (2005), An Electronic Portfolio for the ACTFL/NCATE Teacher Program Standards in the Second Language Methods Course 1. Foreign Language Annals, 38: 69–76. doi: 10.1111/j.1944-9720.2005.tb02454.x
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Stephanie Dhonau (EdD, University of Arkansas at Little Rock) is Instructor of Second Language Education at the University of Arkansas, Little Rock, Arkansas.
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Dave McAlpine (EdD, University of South Dakota) is Professor of Spanish and Second Language Education and Director of the Division of International and Second Language Studies at the University of Arkansas, Little Rock, Arkansas.
Publication History
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- Abstract
- References
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Abstract: With the publication of the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers in the fall of 2002, teacher preparation programs need to rethink the process of gathering materials that best represent the abilities of the teacher candidates they are training. This article discusses how one foreign language program has piloted an archival process that requires students to produce a CD-ROM as part of the second language methods course. The CD-ROM will become a part of the total package presented during a NCATE accreditation review. Although the creation of the CD-ROM is ultimately for institutional review of its foreign language teacher education program, it has also led to interactions among the foreign language faculty about the shared responsibility for the preparation of teachers. Raising the bar for teacher candidates can only energize faculty to revisit expectations for all foreign language students. When all faculty members realize that they are charged with graduating better-educated teacher candidates, the ACTFL/NCATE Program Standards will have accomplished far more than institutional accreditation.