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

• Scott Kissau ^[1] ; Kristin J. Davin ^[2] ; Helga Haudeck ^[3] ; Chuang Wang ^[4]
  1. [1] Cato College of Education, Universityof North Carolina at Charlotte,North Carolina, Charlotte, USA
  2. [2] Department of Middle, Secondary andK‐12 Education, University of NorthCarolina, Charlotte, North Carolina, USA
  3. [3] Institute of English, University ofEducation Ludwigsburg, Ludwigsburg,Germany
  4. [4] Faculty of Education, Universityof Macau, Macau, China

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• Localización: Foreign language annals, ISSN 0015-718X, Vol. 56, Nº. 4, 2023, págs. 950-971
• Idioma: inglés
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• Resumen

  • 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.