Embracing Profiiciency and Program Standards and Rising to the Challenge: A Response to Burke

Autor/in	Tedick, Diane J.
Titel	Embracing Profiiciency and Program Standards and Rising to the Challenge: A Response to Burke
Quelle	In: Modern Language Journal, 97 (2013) 2, S.535-538 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2013.12017.x
Schlagwörter	Stellungnahme; Language Proficiency; Second Language Instruction; Second Language Learning; Second Language Programs; Teaching Methods; High Stakes Tests; Teacher Effectiveness; Language Tests; Language Teachers; Communicative Competence (Languages); Elementary School Teachers; Secondary School Teachers; Teacher Qualifications; Writing Tests; Oral Language; Standards; ACTFL Oral Proficiency Interview + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Language test; Sprachtest; Language teacher; Sprachunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Writing test; Schreibtest; Oral interpretation; Mündlicher Sprachgebrauch; Standard
Abstract	In her paper, Burke questions whether top-down proficiency mandates will positively impact teacher practice. Her main argument is the following: The requirement that foreign language (FL) teachers demonstrate an advanced level of proficiency does not guarantee that they will be more effective K-12 FL teachers; on this point, the author agrees with her fully. Diane Tedick, in this response disagrees, however, with the perspective that serves as the undercurrent of Burke's argument, that it is misguided to mandate high proficiency standards and to require high-stakes proficiency exams for teacher candidates. Although Burke indicates that she "condones" the ACTFL/NCATE proficiency standard of Advanced Low or higher, she later argues that "we might be losing talented and valuable future world language teachers because they fail to achieve an Advanced Low score on the Oral Proficiency Interview and Writing Proficiency Test... " This statement may reflect a belief that intermediate proficiency levels are sufficient for language teaching that promotes high-quality student learning. On this point, Tedick disagrees, and fully supports the ACTFL/NCATE proficiency standard quoting the rationale for the Advanced Low/Intermediate High standard is that "the heart of language instruction is the ability to teach students to communicate, which can only be possible if teachers themselves exemplify effective communicative skills" (ACTFL, 2002, p. 4). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10