Discusses Tek.Xam, a national standard in technical literacy developed by the Virginia Foundation of Independent Colleges, as the framework for six technology modules that are integrated into a representative undergraduate foreign language methodology course. (Author/VWL)

More colleges should offer a FLES methods course. Through student teaching, language teachers encounter typical situations with administrators and classroom teachers. Courses should provide techniques, materials and assistance. Teachers would support FLES and become more creative in teaching if given such a methods course. (CHK)

Focuses on helping graduate students reframe their thinking about the teaching of literature to undergraduate students in the various roles undergraduates play as language learners and particularly as "nonintended readers" of texts from cultures very different from there own. Suggests students can be led to engage in a dialogue with texts, to take…

Explores the extent to which a reflective approach to English-as-a-Foreign/Language teacher training is suitable for teaching undergraduate students a course in methodology at the University of Alcala in Spain. (Author/VWL)

Describes a study conducted in a core French methodology course, designed for generalist core French teachers. Describes the challenges generalist core French teachers face, and examines the ways in which students evolved and changed as professionals and as educators during the course. (Author/VWL)

An experienced foreign language methods instructor presents his "private history" about teaching Spanish to fifth-graders as part of an elementary school's afternoon enrichment program. (Author/VWL)

This paper envisions what a standards-based second language methods course might look like. In exploring the possibilities, the paper describes a current model for preservice training, generalizations gleaned from a study of a second language methods syllabi archive, and an analysis of and reflection upon a particular second language methods…

Describes how learner diaries were used as a means for evaluating a teacher-training course. Records how data from the diaries was categorized and interpreted, and discusses some of the issues for this particular type of course that the evaluation has revealed. (Author/VWL)

Reports on the introduction of an action research component into an existing graduate foreign language teaching methodology course for beginning foreign language teachers (graduate teaching assistants and graduate students) at the college level. Discusses the implementation, benefits, and caveats of such a project, illustrated with samples of…

This chapter reports on a study--referred to as the reflection study--took place within the department of foreign languages at the University of Toledo. The study sought to engage in a collaborative action research project with volunteer graduate teaching assistants. The students were to select an aspect of their teaching, determine goals in…

Describes how a Canadian college professor uses WebCT to provide a highly interactive Internet seminar for international graduate students. The virtual seminar acts as a resource and supplement to a regular graduate course on second language methodology for teachers. Examines the WebCT bulletin board and the enhanced interactivity it allows,…

This study investigated preservice foreign language teachers' preconceived ideas about language learning and teaching. Surveys were administered at the beginning and the end of two foreign language methods courses at different universities. Data analysis indicated that while many of the respondents' beliefs remained consistent throughout the…

Describes a model for situating an English-as-a- Second-or-Other-Language (ESOL) methods course in a Spanish speaking community. Organized ESOL classes for children and adults in a Latino neighborhood that serve as a practicum for university students working for ESOL teaching endorsements and as a service learning project in the methods course so…

Describes a project that a middle school ESOL teacher and a university professor designed to challenge middle school ESOL students--immigrants from Bosnia and Mexico--to enhance their academic literacy through social interaction by sharing their own expertise as ESOL learners with a group of future ESOL teachers enrolled in a TESL literacy methods…

Evaluated a restructured literacy methods course intended to empower teachers to teach linguistically diverse students, examining the impact of the course redesign and team teaching. Data from observations of student teachers and focus group interviews indicated that participants felt well-prepared to teach second language learners, though they…