Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning
Version of Record online: 8 MAY 2012
© 2012 American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 45, Issue s1, pages s141–s162, Summer 2012
How to Cite
Chambless, K. S. (2012), Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning. Foreign Language Annals, 45: s141–s162. doi: 10.1111/j.1944-9720.2012.01183.x
- Issue online: 8 MAY 2012
- Version of Record online: 8 MAY 2012
- foreign language education;
- oral proficiency;
- teacher preparation;
- teacher standards
In the past decade, the foreign language (FL) profession has established standards for beginning language teachers that are used by accrediting agencies and state licensing agencies to make decisions regarding teacher preparation program recognition and teacher certification. Among these expectations is the requirement that beginning teachers demonstrate a minimum level of Advanced-Low on the ACTFL Proficiency Guidelines for Speaking. Consequently, the role that teachers’ oral proficiency in the target language (TL) plays in classroom instruction has become a critical issue in the field of FL education. This review presents current research related to teachers’ TL proficiency and its impact on classroom practices, teacher effectiveness, and student learning. The article raises questions that merit investigation in future research as it strives to clarify the role that teacher TL proficiency plays in classroom instruction and learning of the TL.