Beyond the Classroom: Maintaining and Improving Teachers' Language Proficiency
Version of Record online: 16 AUG 2010
© 2010 by the American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 43, Issue 3, pages 395–421, Fall 2010
How to Cite
Fraga-Cañadas, C. P. (2010), Beyond the Classroom: Maintaining and Improving Teachers' Language Proficiency. Foreign Language Annals, 43: 395–421. doi: 10.1111/j.1944-9720.2010.01090.x
- Issue online: 16 AUG 2010
- Version of Record online: 16 AUG 2010
- high school Spanish teachers;
- language proficiency;
- native and nonnative language teachers;
- professional development;
- teacher education
Abstract: The National Council for Accreditation of Teacher Education and the ACTFL suggest that a high proficiency in the Spanish language is essential for all Spanish teachers. With the growth of the Spanish-speaking population in the United States and the diversity of Hispanic culture, teacher education programs need to ensure that teacher candidates are better equipped to face the increased demands of language proficiency. This study investigated both native and nonnative high school Spanish teachers' language practices outside and inside the school setting such as their level of involvement in target language activities. Results from a survey (106 completed questionnaires, 60% return rate) reveal several important implications for teacher educators and Spanish teachers as well as recommendations for future research.