Work

The Implementation of High‐Leverage Teaching Practices: From the University Classroom to the Field Site

Year: 2015

Type: article

Abstract: In response to the ACTFL's Research Priorities Initiative, the present study used a multiple case study design to examine teacher candidates' ability to implement two high‐leverage teaching practices: increasing interaction and target language comprehensibility and questioning to build and assess student understanding. Candidates implemented these practices in K–12 foreign language classrooms following a practice‐based methodology course. Findings revealed that candidates could more easily translate some aspects of practice to the field site than others. Generally, teacher candidates scored better on aspects of practice for which they were able to plan and practice than on those that required them to vary from their lesson plans or make in‐the‐moment decisions. Teacher candidates struggled the most with aspects of practice that involved sustaining meaningful interaction with students.

Source: Foreign Language Annals

DOI: 10.1111/flan.12124

Authors: Kristin J. Davin, Francis J. Troyan

Institutions: Loyola University Chicago, The Ohio State University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

Funders: University of Pittsburgh, American Council on The Teaching of Foreign Languages