Chinese Language Teachers' Pedagogical Beliefs and Self-Reported Implementation of Standards-Based, Learner-Centered Instruction in the United States
Date
2014-08
Authors
Ferro, Melissa Struba
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Abstract
Current trends in foreign/world language education in the United States include the application of the Standards for Foreign Language Learning (currently World Readiness Standards for Learning Languages) in learner-centered instructional practices. Recognized nationally as the benchmark for what language learners should know and be able to do, these standards are also part of the ACTFL/NCATE (currently ACTFL/CAEP) Standards for the Preparation of Foreign Language Teachers. Both sets of standards are used as guiding documents for federally funded professional development programs for critical need language teachers that include Chinese.
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Keywords
Multicultural education, Teacher education, Chinese Language Teachers, Critical Need Languages, Instructional Practices, Pedagogical Beliefs, Professional Development, Teacher Preparation