Team Teaching in Foreign Language Courses: Characteristics of High-Performing Teams and Pedagogical Implications

Autor/inn/en	Bikowski, Dawn; Lim, Hye-Yeon
Titel	Team Teaching in Foreign Language Courses: Characteristics of High-Performing Teams and Pedagogical Implications
Quelle	In: Applied Language Learning, 32 (2022) 1, S.1-21 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Team Teaching; Second Language Learning; Second Language Instruction; Teaching Methods; College Faculty; College Second Language Programs; Mandarin Chinese; Russian; Korean; Semitic Languages; Indo European Languages; Classification; Decision Making; Risk; Accountability; Metacognition; Language Teachers; Department Heads; Administrator Attitudes; Teacher Attitudes; Graduation Rate; Language Tests; Scores; Oral Language; Language Proficiency; California + Suchen Sie Ihr Suchwort? Teamteaching; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Russisch; Koreanisch; Arabisch; Hebräisch; Indoeuropäisch; Classification system; Klassifikation; Klassifikationssystem; Decision-making; Entscheidungsfindung; Risiko; Verantwortung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language teacher; Sprachunterricht; Lehrerverhalten; Language test; Sprachtest; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Kalifornien
Abstract	Team teaching is re-emerging as a relevant research topic in language education due to the complexity and realities of globalization (Williams, Evans, & Metcalf, 2010). This qualitative study examined the characteristics of high-performing teams and their leadership in foreign language programs. Fifty-four college-level teachers, department chairpersons, and deans from five language programs (Chinese Mandarin, Korean, Modern Standard Arabic, Persian Farsi, and Russian) were interviewed by means of a two-phase research design. Phase I focused on the identification and categorization of key success factors, whereas Phase II entailed the refinement of the coding scheme and the creation of pedagogical resources and strategies for professional development. Miles, Huberman, and Saldaña's (2014) two-cycle coding system was used to analyze and code the interviews. Three categories, captured in the framework for high-performing foreign language teams, emerged: Curriculum and Teaching, Team Creation and Environment, and Communication and Decision-making. Self-reflection, risk-taking, and accountability and appreciation were present at all levels of successful teams. Pedagogical implications are discussed. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01