1944-9720/asset/cover.gif?v=1&s=9a2ecb891c43fe52c66f8198efc5a68da987dadf "Foreign Language Annals")
Brigid M. Burke (PhD, The Pennsylvania University) is a lecturer in world language education at American University, Washington, DC
1944-9720/asset/FLAN_right.gif?v=1&s=7a3aa1ecffb70986ccc0ea4fc8da0780be8d024e)
Theory Meets Practice: A Case Study of Preservice World Language Teachers in U.S. Secondary Schools
Article first published online: 31 DEC 2008
DOI: 10.1111/j.1944-9720.2006.tb02255.x
© 2006 American Council on the Teaching of Foreign Languages
Additional Information
How to Cite
Burke, B. M. (2006), Theory Meets Practice: A Case Study of Preservice World Language Teachers in U.S. Secondary Schools. Foreign Language Annals, 39: 148–166. doi: 10.1111/j.1944-9720.2006.tb02255.x
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Brigid M. Burke (PhD, The Pennsylvania University) is a lecturer in world language education at American University, Washington, DC
Publication History
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- Abstract
- References
- Cited By
Keywords:
- communicative language teaching (CLT);
- field experience;
- foreign language teaching;
- preservice teachers;
- university methods instruction
This case study looked at the transition of preservice teachers from world language education methods courses at a major U.S. university to a 5-week field experience in secondary school classrooms. Data included lesson plans and self-critiques of two lessons implemented during the field experience, world language teaching philosophies the preservice teachers wrote, e-mail correspondence between the preservice teachers and their supervisor reflecting on the field experience, a final reflection paper, and responses to an open-ended survey after completion of the field experience. Analysis of the data served to identify three teacher profiles: the communicative (CLT) teacher, the grammar-translation teacher, and the hybrid teacher (a mix of the two other profiles). The article concludes with discussion of the findings and their implications for university methods courses, field experiences, and professional development.