This study investigated foreign language teachers' beliefs about the research-pedagogy link by focusing on research-oriented universities. Participants (N = 107) held different roles at their universities: graduate students (n = 17), full-time second language (L2) instructors (n = 69), and language program directors (n = 21). Data were collected…

Brigid Burke is the program coordinator of World Language Education at her university, which is housed in the College of Education and Human Development. Since obtaining this position 4 years ago, she has become most concerned about certain recommendations that were made by the American Council on the Teaching of Foreign Languages (ACTFL) in 2002,…

In her paper, Burke questions whether top-down proficiency mandates will positively impact teacher practice. Her main argument is the following: The requirement that foreign language (FL) teachers demonstrate an advanced level of proficiency does not guarantee that they will be more effective K-12 FL teachers; on this point, the author agrees with…

Discusses survey undertaken by Ohio State University of school foreign language teachers to determine uses of a foreign language outreach program. (BK)

Analysis of the responses to a survey regarding the instruction of language for specific purposes indicated that this instruction was an established part of the foreign-language curriculum at most of the responding four-year institutions. Courses were most likely to be at institutions that had professional schools, entry or exit foreign-language…

Classroom observation of 13 college language courses and analysis of student questionnaire and teacher interview responses indicated that teachers varied widely in use of target language with a mean of 67.9 percent; language type, departmental policy, lesson content, and teacher training affected target language use; and students were generally…

Questionnaire responses of college and university foreign language department chairpersons (N=766) revealed that 15 percent of these programs continued to offer language instruction on an individualized track, while 25 percent expressed interest in developing new individualized instruction programs. Responses regarding language offerings,…

This paper cites observational and interview evidence indicating that language immersion students in the United States and Canada increasingly avoid using their second language in peer interactions as they move into higher primary grade levels. Implications for immersion programs and teachers are discussed. (32 references) (MDM)