Advanced Proficiency for Foreign Language Teacher Candidates: What Can We Do to Help Them Achieve This Goal?

Authors

  • Lynn Pearson,

    1. Bowling Green State University
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      Lynn Pearson (PhD, University of Texas at Austin) is Assistant Professor of Spanish at Bowling Green State University, Bowling Green, Ohio.

  • Bonnibeth Fonseca-Greber,

    1. Bowling Green State University
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      Bonnibeth Fonseca-Greber (PhD, University of Arizona) is Assistant Professor of Foreign Language Education and French Linguistics at Bowling Green State University, Bowling Green, Ohio.

  • Kristie Foell

    1. Bowling Green State University
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      Kristie Foell (PhD, University of California at Berkeley) is Associate Professor of German at Bowling Green State University, Bowling Green, Ohio.


Abstract

ABSTRACT: This article examines various issues related to the development of advanced proficiency by foreign language teacher candidates with the goal of providing information and strategies for teacher educators and administrators at the university level. Recent changes in the National Council for the Accreditation of Teacher Education (NCATE) requirements stipulate that foreign language teacher candidates in specific languages (e.g., French, German, Spanish) must achieve the Advanced-Low rating on the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI)/Writing Proficiency Test (WPT). The article includes descriptions of language proficiency required for foreign language teaching and assessments; a survey of curricula and institutional resources for foreign language education at the university level, which support the development of advanced proficiency; and recommendations for facilitating Advanced language proficiency by foreign language teacher candidates.

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