Certification Requirements for Modern Foreign Language Teachers in American Public Schools (1959–60)

PMLA ◽  
1961 ◽  
Vol 76 (2) ◽  
pp. 20-35
Author(s):  
Anna Balakian
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Professional Education ◽  
The United States ◽  
Language Teachers ◽  
Academic Degree ◽  
National Defense Education Act ◽  
Other Information ◽  
Education Act ◽  
Certification Requirements

This three-part survey of modern foreign language certification requirements and practices, made under a contract with the United States Office of Education authorized under the National Defense Education Act of 1958, utilizes information supplied by Education Department officials on the state and municipal levels. The qualifications here reported and analyzed relate only to the foreign language concentration and do not include academic degree and professional education requirements except in the case of the certification of teachers of foreign languages in the elementary schools (FLES) when the secondary school certificate is especially endorsed for FLES by the addition of training in professional education. Inquiries concerning other information about conditions of certification may be addressed to the Certification Officers listed in this report. The total and wholehearted cooperation which I received from them in conducting this study is gratefully acknowledged.

The Role of the College and University in the Preparation of Foreign Language Teachers

PMLA ◽  
1960 ◽  
Vol 75 (2) ◽  
pp. 16-19
Author(s):  
Homer D. Babbidge
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Common Interest ◽  
College And University ◽  
National Defense Education Act ◽  
Education Act

When your distinguished Secretary invited me to speak to you today, we spoke casually of a factual report on the language development feature of the National Defense Education Act. It is tempting to rehearse for you what this Act has already done and what it shows certain promise of doing for the development of modern foreign language study in the United States; to report to you that only a year after the Act's passage, more than 50,000 youngsters are getting better instruction as a consequence of institute training for their teachers; that the so-called “neglected” languages have been given so much attention that French, German, and Spanish now feel distinctly neglected; and that more money has been committed for research in the teaching of modern foreign languages in this past year than has been spent for this purpose in all recorded history. But all of this can be read (or told to you by the Prophet Mildenberger and his disciples, who, so far as I can see, are stationed at every corner of this hotel) and I prefer to direct my remarks to a single aspect of the complex language development program in which we are jointly engaged; one that I trust has great common interest for this audience, and one that in its implications suggests some weighty responsibilities for your profession: the role of the college and university in the preparation of language teachers.

The Foreign Language Program in 1964

PMLA ◽  
1965 ◽  
Vol 80 (2) ◽  
pp. 29-32
Author(s):  
Donald D. Walsh
Keyword(s):  
Foreign Language ◽  
The United States ◽  
Foreign Languages ◽  
Modern Language Association ◽  
National Defense ◽  
Language Program ◽  
Modern Language ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act

Our major activities this year, as in each of the past five years, have been undertaken either with foundation support or through contracts with the United States Office of Education under the National Defense Education Act. In February John Harmon became Director of the Materials Center, changing places with Glen Willbern, who became Director of Research. Under Mr. Willbern's direction and through a government contract we have just completed a survey of modern-foreign-language enrollments in junior and senior colleges as of the fall of 1963. We are currently negotiating several contracts through Title VI of the National Defense Education Act. The first is to gather statistics on offerings and enrollments in all foreign languages in public and non-public secondary schools. The second is to make a survey of current college enrollments in all foreign languages. Since gathering statistics on the classical languages is not a justifiable expenditure of national defense funds, the Modern Language Association will pay out of its own funds the proportion of the total cost needed to gather the facts on Latin and Greek in schools and colleges.

African-Language Study in the 21st Century: Expansion through Collaboration and Technology

2002 ◽  
Vol 30 (2) ◽  
pp. 42-49
Author(s):  
Sandra Sanneh ◽  
Alwiya S. Omar
Keyword(s):  
Foreign Language ◽  
The United States ◽  
African Language ◽  
National Defense ◽  
Or Education ◽  
African Languages ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act ◽  
National Resource

The formal study of African languages in U.S. universities began with the passage of the National Defense Education Act (NDEA) in 1958. Title VI of that act supported the establishment of “centers for the teaching of any modern foreign language [that is] needed by the federal government or by business, industry or education” and for which “adequate instruction is not readily available in the United States.” The act also authorized fellowships for those undergoing advanced training in these languages. Over the next two decades, a small number of universities successfully competed for the federal funding from NDEA and subsequent acts that established Foreign Language and Area Studies fellowships and later Title VI National Resource Centers (NRCs) for African studies.

Preparation of College and University Language Teachers

PMLA ◽  
1961 ◽  
Vol 76 (2) ◽  
pp. 12-14
Author(s):  
Jack M. Stein
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Language Program ◽  
Dynamic Leadership ◽  
College And University ◽  
National Defense Education Act ◽  
Education Act

The improvement of foreign language teaching in America in the past ten years under the dynamic leadership of the Foreign Language Program of the MLA is a fact in which we can all rejoice. The added impetus, financial and otherwise, provided recently by the National Defense Education Act, has made it possible for the Program, instead of retrenching after the period of Foundation endowment was ended, to expand with unprecedented vigor and effectiveness. The FLP has been active over a broad spectrum of foreign language teaching and learning, but there are areas where its influence has not yet been felt. One of these is the preparation of college and university language teachers.

scholarly journals CULTUROLOGICAL DIRECTION OF PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEATHERS

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Liudmyla Ushakova ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Professional Education ◽  
Professional Training ◽  
Human Life ◽  
Social Institution ◽  
Language Teachers ◽  
Foreign Languages ◽  
Self Awareness ◽  
Cultural Phenomenon

The culturological direction of professional training of future foreign languages teachers as one of pedagogical conditions of formation of linguoculturological competence is considered and substantiated. The culturological direction of professional training of future teachers is focused on the priority of the role of culture in human life, especially in education. The education system is considered as a social institution for the development of individuality as a subject of culture. Given that culture is an individually mastered spiritual values, the purpose of education is to create a person as an individuality: the development of his spiritual strength, abilities, needs, education of morally responsible and socially adapted person. Thus the content of education is culture, and the way to introduce such content in the professional education of future foreign languages teachers in particular is a culturological approach, which involves close interaction of language and culture, namely language awareness as a cultural phenomenon and promotes intercultural consciousness. The linguistic personality is the bearer not only of spiritual, but also of national and cultural values, which form the central part of the national picture of the world, having different ways of linguistic expression. Consciousness is the acquired quality of personality and social system of knowledge, fixed in the language. Therefore language as a cultural phenomenon in such case appears as the means of forming the consciousness and mentality of the linguistic personality, as well as an indicator of the level of its formation. Multicultural consciousness is the ability of the person to perceive, understand and comprehend the phenomena of the multicultural world that based on self-awareness of the subject of culture through the unity of representations and knowledge about the peculiarity of cultures, systems of their values, necessary for interaction with representatives of other nationalities, solving professional problems in terms of intercultural interaction relying on cooperation and tolerant behavior. The essence of culturological direction in the professional training of future foreign languages teachers is close to the essence of linguoculturilogical competence, which is based on the relationship of language as a cultural phenomenon and linguistic personality as a representative of culture, and therefore a certain national consciousness. This can along with other pedagogical conditions ensure the success of the formation of linguoculturilogical competence of future foreign language teachers.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 52-56 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
State Department ◽  
The United States ◽  
The State ◽  
Department Of Education ◽  
Language Teachers ◽  
Public High Schools ◽  
Foreign Language Teachers ◽  
State Department Of Education

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

Conference on the Teaching of African Languages

1964 ◽  
Vol 7 (03) ◽  
pp. 12
Author(s):  
L. Gray Cowan
Keyword(s):  
United States ◽  
New York ◽  
The United States ◽  
African Studies ◽  
Present Moment ◽  
African Language ◽  
African Languages ◽  
National Defense Education Act ◽  
Summer Session ◽  
Education Act

A small conference was held in New York on March 19 to 20, 1964, concerning the general position of the teaching of African Languages in the United States at the present moment. The conference, called at the joint request of the National Defense Education Act Language and Area Centers and Columbia University's Institute of African Studies, was attended by the directors and teachers of African language of the major centers of African studies in the United States. In the course of the two-day meeting the directors reported in some detail on the position of African language teaching in their respective universities and a number of clarifications of NDEA policy were presented by Mr. Donald Bigelow. The question of a summer session on African languages was discussed at length and a variety of suggestions were offered for possible changes in the format of the existing summer session sponsored by NDEA. In this connection, a resolution was passed urging the establishment of a summer Institute of African Languages, to be located at a permanent site, and under the sponsorship of the African Studies Association.

Common Core Standards (U.S.)

2018 ◽  
Author(s):  
Patrick Shannon
Keyword(s):  
Public Schools ◽  
Common Core ◽  
The United States ◽  
State Standards ◽  
National Education ◽  
Elementary And Secondary Education ◽  
High School Graduation Requirements ◽  
Teachers And Students ◽  
Education Act ◽  
Gates Foundation

The Common Core State Standards (CCSS) are part of a third wave of school reform in the United States. With accompanying tests, these standards combine calls for increased academic rigor, beginning in the 1980s, with more recent efforts to hold schools, teachers, and students accountable for learning outcomes in publicly funded schools. Origins of CCSS can be traced to the 1996 National Education Summit where the National Governors Association (NGA), philanthropic foundations, and business leaders founded Achieve to broker rigorous high school graduation requirements. In 2009, Achieve became the project manager for the construction of CCSS. In 2010, implementation began with incentives from the Obama administration and funding from the Gates Foundation. Advocates choose among a variety of rationales: faltering American economic competitiveness, wide variability among state standards and educational outcomes, highly mobile student populations, and/or a growing income achievement gap. Critics cite federal intrusion in states’ rights, a lack of an evidentiary base, an autocratic process of CCSS production, and/or a mis-framing of problems facing public schools. With the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act of 2015, federal advocacy of CCSS ended officially.

scholarly journals DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE INGLÊS DAS ESCOLAS PÚBLICAS: UM ESTUDO AVALIATIVO DO PDPI SOB A PERSPECTIVA DE SEUS EGRESSOS

2020 ◽  
Vol 17 (1) ◽  
pp. 318-335
Author(s):  
Lorena Lins Damasceno ◽  
Mariana Gomes Fontes Bethônico
Keyword(s):  
Professional Development ◽  
United States ◽  
Public Schools ◽  
English Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Cultural Experience ◽  
The Usa ◽  
English Language Teachers

In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.

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