The Teachers We Need : Expanding the World Language Teacher Supply System 2010 ACTFL Catherine Ingold, PhD Shuhan Wang, PhD November 20, 2010. Overview. Share some key points in the white paper about transforming teacher supply
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
The Teachers We Need: Expanding the World Language Teacher Supply System
Catherine Ingold, PhD
Shuhan Wang, PhD
November 20, 2010
A serious domestic and international World Language Education Gap in the United States
Immersion and early language learning programs: Not just in high schools
Emergent world languages: Not just traditionally taught languages
Demonstrated student proficiency outcomes: Not just for exposure and a “taste” of different cultures
Expanded delivery system and technological use in the classroom: Not just face to face and textbook-driven language learning
Five Goals :
(1) increase the number and effectiveness of language education programs;
(2) expand the range of languages offered;
(3) begin language instruction at a younger age and continue through a longer, articulated sequence;
(4) establish clear expectations for students’ language learning outcomes; and
(5) expand access and opportunity to learn via both traditional and innovative delivery systems.
36 States and the District of Columbia identified foreign languages/world languages/languages other than English as teacher shortage areas.
Teacher shortage areas nationwide listing 1990/91 through 2009/10 (Office of Postsecondary Education, US Department of Education, March 2009)
What are the competencies(such as linguistic proficiency, content knowledge, and pedagogical skills) that world language teachers must possess and demonstrate to enable their students to attain high learning outcomes?
2. What does it take to produce a highly effective world language teacher? Given an expanded and heterogeneous pool of prospective teachers, what kinds of preparation and certification programs must be in place to produce a sufficient number of effective world language teachers who can meet the increasing demand for varied world language programs?
3. How can we, as a society, leverage resourcesacross federal, state, local, and institutional boundaries to ensure that the supply of world language teachers meets the demand?
Life Cycle of a WL Teacher
Catherine Ingold email@example.com
Shuhan C. Wang firstname.lastname@example.org