Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge
Scott Kissau (PhD, University of Windsor) is Associate Professor of Applied Linguistics and Department Chair, University of North Carolina at Charlotte.
Bob Algozzine (PhD, The Pennsylvania State University) is Professor of Educational Leadership, University of North Carolina at Charlotte.
Abstract
Studies investigating teacher candidate performance on traditional assessments of content knowledge place emphasis on just one of many skills needed to be an effective foreign language teacher; they also fail to explain why many teacher candidates with advanced oral proficiency struggle in the classroom and why some with less advanced language skills perform well. Using both quantitative data from Oral Proficiency Interviews, the Praxis Subject Assessment, and the edTPA scores for 21 native‐ and nonnative‐speaking teacher candidates of French and Spanish, as well as qualitative data collected from teacher candidate interviews, the study investigated the types of content knowledge that are necessary to be an effective foreign language teacher. Results suggest four distinct types of content knowledge, each of which is critical to being an effective teacher, and on which teacher candidate performance may vary widely. The results have implications for the establishment of program completion, teacher licensure, and accreditation requirements.
Number of times cited: 4
- Troy L. Cox, Margaret E. Malone and Paula Winke, Future directions in assessment: Influences of standards and implications for language learning, Foreign Language Annals, 51, 1, (104-115), (2018).
- Cornelia V. Okraski and Scott P. Kissau, Impact of content‐specific seminars on candidate edTPA preparation and performance, Foreign Language Annals, 51, 3, (685-705), (2018).
- Eileen W. Glisan and Richard Donato, Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge, Foreign Language Annals, 50, 4, (821-828), (2017).
- Scott Kissau, Laura C. Hart and Bob Algozzine, Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience, Journal of Teacher Education, (002248711772170), (2017).
