Different approaches, similar results: Preparing foreign language teachers to implement high‐leverage teaching practices

• Published in: Foreign language annals Vol. 56; no. 4; pp. 950 - 971
• Main Authors: Kissau, Scott, Davin, Kristin J., Haudeck, Helga, Wang, Chuang
• Format: Journal Article
• Language: English
• Published: Alexandria Wiley 01.12.2023; American Council on the Teaching of Foreign Languages
• Subjects: all languages; Beginning teachers; Case studies; case study; Classroom Communication; Classrooms; Cross Cultural Studies; Educational Practices; Evidence Based Practice; Foreign Countries; Foreign language learning; foreign/second language teacher preparation; high‐leverage teaching practices; Intelligibility; Language; Language Teachers; Language teaching methods; Mathematics Education; Preservice Teacher Education; Preservice Teachers; Second Language Instruction; Second Language Learning; Second language teachers; Student Attitudes; Student teachers; Teacher education; Teaching; Teaching Methods; United States; Germany; United States > US
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12688

Research has identified 10 high‐leverage teaching practices (HLTPs) that can impact student learning of a foreign language. While acknowledging the importance of this work, more research is needed to inform the preparation of novice teachers to enact these practices. In response, the researchers conducted a case study involving two foreign language teacher preparation programs in the United States and Germany, to better understand how the two very different programs prepare their candidates to implement HLTPs, which HLTPs are emphasized, and how successful they are at preparing their aspiring teachers to implement one practice that has been identified in the research as particularly important (facilitating target language comprehensibility). Survey, teaching observation, and interview data collected from teacher candidates and their instructors suggested the critical nature of select HLTPs, that some of the subcomponents of one of these practices may be more challenging for novice teachers to master than others, and that there may be multiple approaches to preparing foreign language teachers to implement HLTPs. The Challenge Research has identified a set of 10 high‐leverage teaching practices that when implemented well can have a positive impact on student learning. To what extent are these practices emphasized in foreign language teacher training programs? How successful are novice teachers at implementing them, and are some subcomponents more challenging to master than others? Answering these questions will help to guide the preparation of foreign language teacher candidates to implement these critical practices in their classrooms.