Investigating how second language teachers are prepared to teach culture: An analysis of methods course syllabi

摘要

This study examines the role that the foreign language methods course contributes in the preparation of novice foreign language teachers to teach culture. Using grounded theory, it explores the practice of preparing preservice teachers to teach target language cultures in language classes as it is represented by methods course syllabi. The course syllabi are examined by a protocol developed by the researcher to identify key principles needed to prepare prospective teachers to teach their target language cultures.;Using content analysis, this study examined twenty syllabi used by foreign language teacher educators in their methods courses. Data sources included information from the syllabi, email correspondence, and refereed research. The Professional Development Board of the American Council on the Teaching of Foreign Languages (ACTFL) of which the researcher is a participant obtained the data as part of a larger study in progress.;The study highlights the elements of pedagogy, which foreign language teacher educators use in their methods course syllabi to teach culture. Findings illustrate the lack of direct instruction provided on the pedagogy of target language culture and confirm the assumptions made by the profession that preservice teachers lack direct instructional strategies on cultural pedagogy. Changes in the paradigm in the curriculum of foreign language teacher preparation are suggested to enable novice foreign language teachers to be better prepared to include meaningful ways in their language classes.