Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic: Results of a Nationwide Questionnaire

Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic: Results of a Nationwide Questionnaire

Francis John Troyan, Emre Başok, David R. Carr
Copyright: © 2022 |Pages: 17
DOI: 10.4018/978-1-7998-7720-2.ch002
OnDemand:
(Individual Chapters)
Available
$37.50
Current Special Offers
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.
Chapter Preview
Top

Background

Over the past two decades, the field of teacher education has shifted toward a focus on practice-based teacher education, which relies less on the length of time spent “in the field” and more on “acquiring skill at… particular, well-specified practices” (Forzani, 2014, p. 358). Scholars in the various content areas in teacher preparation have developed content-specific core practices, including the following, for example:

  • •

    Eliciting and responding to students’ mathematical ideas (Kazemi, Ghousseini, Cunard, & Turrou, 2016; Lampert et al., 2013)

  • •

    Employing historical evidence in teaching history (Fogo, 2014)

  • •

    Providing comprehensible input in the target language in world languages and ESOL (English for speakers of other languages) instruction (Troyan, Davin, & Donato, 2013; Peercy & Troyan, 2017, 2020; Troyan & Peercy, 2016), and

  • •

    Pressing students for evidence-based explanations in science (Windschitl, Thompson, Braaten, & Stroupe, 2012).

The activity of practice-based teacher education programs is focused on developing teachers’ abilities to enact these and other practices that are important to the work of teaching in the particular discipline.

Complete Chapter List

Search this Book:
Reset