Creating a Culture for the Preparation of an ACTFL/NCATE Program Review

Authors

  • Dave McAlpine,

    1. University of Arkansas at Little Rock
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      Dave McAlpine (EdD, University of South Dakota) is Professor of Spanish and Second Language Education and Graduate Coordinator in the Department of International and Second Language Studies at the University of Arkansas at Little Rock, Little Rock, Arkansas.

  • Stephanie Dhonau

    1. University of Arkansas at Little Rock
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      Stephanie Dhonau (EdD, University of Arkansas at Little Rock) is Assistant Professor of Second Language Education in the Department of International and Second Language Studies at the University of Arkansas at Little Rock, Little Rock, Arkansas.


Abstract

This article examines what one university has done to prepare for its program review for recognition by the National Council for Accreditation of Teacher Education (NCATE) and the American Council on the Teaching of Foreign Languages (ACTFL), a Specialized Professional Association (SPA) of NCATE. The history of the Standards movement within higher education is neither long nor exhaustive; however, with the publication of the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (2002), universities must begin to focus efforts on the training of future K-12 foreign language teachers. Six considerations are offered to foreign language and pedagogy faculty: (1) engaging all faculty in the program review process, (2) establishing a culture of oral proficiency, (3) educating faculty on standards, (4) revising curricula, (5) preparing the seven assessments required by ACTFL/NCATE, and (6) making use of technology for data collection.

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