Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

Autor/inn/en	Kissau, Scott; Algozzine, Bob
Titel	Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge
Quelle	In: Foreign Language Annals, 50 (2017) 1, S.114-134 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12250
Schlagwörter	Second Language Learning; Second Language Instruction; Oral Language; Language Teachers; Pedagogical Content Knowledge; Preservice Teachers; Language Proficiency; French; Spanish; Accreditation (Institutions); Qualitative Research; Interviews; Statistical Analysis; Teacher Effectiveness; Scores; Language Tests; Advanced Students; Teacher Education; Praxis Series + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Language skill; Language skills; Sprachkompetenz; Französisch; Spanisch; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualitative Forschung; Interviewing; Interviewtechnik; Statistische Analyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language test; Sprachtest; Fortgeschrittener; Lehrerausbildung; Lehrerbildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01