Original Article
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
Abstract
The aim of this study was to investigate the contexts and practices of three undergraduate foreign language teacher education programs identified by ACTFL/Language Testing International and reported by Glisan, Swender, and Surface (2013) as having a high success rate in propelling their graduates into the Advanced proficiency level on the ACTFL scale. Data were collected during interviews with faculty and students at each of the three campuses. The results revealed a number of common practices among the programs, which undoubtedly contribute to their success.
Citing Literature
Number of times cited: 6
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- Eileen W. Glisan and Richard Donato, Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge, Foreign Language Annals, 50, 4, (821-828), (2017).
- Erwin Tschirner, Listening and Reading Proficiency Levels of College Students, Foreign Language Annals, 49, 2, (201-223), (2016).
- , ACTFL Celebrates Its First 50 Years, Foreign Language Annals, 49, 4, (642-646), (2016).
- Frank B. Brooks and Mark Anthony Darhower, Response to Letter to the Editor, Foreign Language Annals, 48, 4, (773-774), (2015).
- Brigid M. Burke, Letter to the Editor, Foreign Language Annals, 48, 4, (771-772), (2015).
