In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation
Article first published online: 8 MAY 2012
© 2012 American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 45, Issue s1, pages s163–s183, Summer 2012
How to Cite
Huhn, C. (2012), In Search of Innovation: Research on Effective Models of Foreign Language Teacher Preparation. Foreign Language Annals, 45: s163–s183. doi: 10.1111/j.1944-9720.2012.01184.x
- Issue published online: 8 MAY 2012
- Article first published online: 8 MAY 2012
- ACTFL/NCATE Program Review;
- foreign language education;
- postsecondary teacher development standards;
- teacher preparation program models
Today's teachers must be more than transmitters of knowledge who orchestrate repetitive practice of decontextualized language forms with students: They need to infuse language instruction with meaning and purpose, design opportunities for interaction within and beyond the classroom, and provide responsive and useful assistance throughout the learning process. This review reveals a paucity of empirical research that provides evidence for models of foreign language teacher preparation with the potential to prepare teachers for this role. Despite this lack of research, this review illustrates how the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (ACTFL, 2002) may be invoked as a viable framework for identifying the components of effective and innovative foreign language teacher preparation programs, presenting current programs that exemplify those components, and suggesting continued application of the standards and future research to further define features of model teacher preparation.