How successful foreign language teachers interpret the changes and challenges in the 21st century K--12 foreign language classroom.

摘要

Within the last decade, education reform has presented foreign languages teachers with two unprecedented challenges: (1) the creation and adoption of national and state standards which includes a dramatic shift from a focus on grammatical competency to one of communicative proficiency, and, (2) the mainstreaming of at-risk learners into foreign language classes. Despite the growing literature addressing the new standards and pedagogy, there is unfortunately very little information that specifically attends to the teaching of foreign languages to at-risk students who possess a myriad of learning disabilities, behavioral/emotional/physical/social issues, and low achievement profiles. Specifically, what is lacking from the research is a descriptive, comparative, and practical inquiry study of effective foreign language teachers' thinking about how they meet these new demands and challenges.; This qualitative study explores eight case studies of exemplary foreign language teachers who represent a cross-section of K--12 foreign language teachers in seven northeastern communities in Massachusetts. Semi-structured interviews, expanded by observations and photographs of teacher's instructional sites, and examinations of instructional artifacts and student products, serve as primary data sources. The data gathered provides insights into foreign language teachers' perspectives on the ways they create positive and meaningful learning experiences for at-risk students while meeting the expectations of the new foreign language standards and the goal of communicative proficiency.; An analysis of the data reveals three key findings. First, while engaging in strong professional development programs and networking, successful foreign language teachers have come to realize that the Standards are a powerful tool that validate their instincts and thinking about the best practices in curriculum, instruction, and assessment. Second, the thrust toward thematic-based instruction with real-world application motivates and encourages students to extend and apply foreign language learning beyond the classroom. Finally, at-risk learners are capable of learning a foreign language given the appropriate accommodations.; It is my hope that this study will provide information that will assist foreign language teachers to work more effectively with the large number of at-risk learners enrolled in K--12 foreign language courses.