A literacy-based approach to foreigh language teacher development

Paesani, Kate
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Heinle Cengage Learning
The purpose of this chapter is twofold: (1) to investigate connections between the reform of bifurcated foreign language (FL) programs, as proposed in the 2007 MLA Report, and FL teacher development; and (2) to explore what types of methods courses establish this connection. To meet these goals, the author first summarizes current limitations of collegiate FL teacher development in the bifurcated system and identifies key issues related to rethinking this development for the twenty-first century. Next, she presents an alternative to FL teacher development that addresses the recommendations of the MLA Report. Specifically, she argues in favor of training in literacy-based pedagogy and provides an example of a literacy- based methods course, supported by data that illustrate its efficacy. Finally, she discusses the benefits and limitations of the literacy-based methods course, its implications for FL teacher development, and its potential contribution to the reform of bifurcated programs.
Paesani, K. (2011). A literacy-based approach to foreigh language teacher development. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 60-81. http://hdl.handle.net/102015/69697
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