Enhancing Foreign Language Teacher Candidates' Oral Proficiency: An International Comparison

Autor/inn/en	Kissau, Scott; Davin, Kristin J.; Wang, Chuang; Haudeck, Helga
Titel	Enhancing Foreign Language Teacher Candidates' Oral Proficiency: An International Comparison
Quelle	In: Research in Comparative and International Education, 17 (2022) 1, S.124-142 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Chuang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999211028052
Schlagwörter	Language Teachers; Language Proficiency; Second Language Learning; Second Language Instruction; Teacher Education Programs; Teaching Skills; Cross Cultural Studies; Oral Language; Comparative Education; Foreign Countries; Germany; China; United States + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Cultural comparison; Kulturvergleich; Oral interpretation; Mündlicher Sprachgebrauch; Vergleichende Erziehungswissenschaft; Ausland; Deutschland; USA
Abstract	Despite the importance of advanced language proficiency when teaching a foreign language, little research has investigated the oral proficiency of aspiring foreign language teachers across multiple countries and what their teacher training programs do to enhance it. In response, the researchers collected and analyzed both quantitative and qualitative data from foreign language teacher candidates in Germany, China, and the United States. Results suggested that oral proficiency varies significantly both within individual teacher training programs and across nations. The teacher candidates from Germany demonstrated significantly greater oral proficiency in the target language than their Chinese counterparts, who in turn, demonstrated significantly greater oral proficiency than the US teacher candidates. Helping to explain these findings, the data suggested that foreign language teacher training programs have differing areas of focus. While the programs in Germany and China focused more attention on language development, the US program emphasized pedagogical skills. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01