Original Article
Supporting the Professional Development of Foreign Language Graduate Students: A Focus on Course Development and Program Direction
Elizabeth Enkin (PhD, University of Arizona) is Assistant Professor of Spanish Applied Linguistics, University of Nebraska‐Lincoln.
Abstract
The 2007 Modern Language Association report spurred research regarding the professional development of foreign language graduate students. This article first reviews existing proposals for the professional development of graduate students, then addresses the relevance of helping graduate students to develop the knowledge and skills that are needed to direct undergraduate language programs, describes a course on this topic, and reports the results of end‐of‐semester course evaluations completed by students.
Citing Literature
Number of times cited: 5
- Linda von Hoene, The Professional Development of Foreign Language Instructors in Postsecondary Education, Second and Foreign Language Education, 10.1007/978-3-319-02246-8_29, (385-397), (2017).
- Muriel Gallego and Carey Busch, Preparing Teaching Assistants to Work With All Learners: The Impact of Accessibility Training, Foreign Language Annals, 50, 4, (776-792), (2017).
- Tomonori Nagano, Alexander Funk and Eric Ketcham, Modern Language Instruction at Community College: A Survey‐Based Study of Modern Language Instructors, Foreign Language Annals, 50, 3, (621-631), (2017).
- Geraldine Blattner and Justin P. White, Leadership in Foreign Language Departments, Encyclopedia of Strategic Leadership and Management, 10.4018/978-1-5225-1049-9.ch026, (350-360), (2017).
- Katie Angus, Saying vs. Doing: A Contradiction in the Professional Development of Foreign Language Teaching Assistants, Foreign Language Annals, 49, 4, (819-835), (2016).
