AAUSC 2011 Volume: Educating the Future Foreign Language Professoriate for the 21st Century

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  • Format: Paperback
  • Copyright: 1/1/2012
  • Publisher: Heinle
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Emphasizing the importance of educating the future professoriate for the foreign language profession, this volume presents pedagogical and theoretical frameworks for graduate student development that respond to the changing landscape in the field. Specifically, the volume advances professional development models and practices that take into account the longitudinal nature of teacher education. In doing so, it questions existing educational paradigms that have not prepared graduate students adequately to address the challenges of becoming successful teacher-scholars. The volume provides the reader with specific examples from the field that explore the implications of the latest research on language use, literacy, instructional technology, and curriculum design for graduate student teacher development and gives concrete suggestions for implementing a sustainable and coherent approach to teacher education that addresses the complex components of foreign language study in higher education.

Table of Contents

Acknowledgmentsp. v
Editorial Boardp. vi
Annual Volumes of Issues in Language Program Directionp. vii
Abstractsp. ix
Foreign Language Graduate Student Professional Development-Past, Present, and Futurep. xv
Reconceptualizing Teacher Development for Foreign Language Graduate Studentsp. 1
Teaching Language and Culture in a Global Age: New Goals for Teacher Educationp. 3
Reconsidering Graduate Students' Education as Scholar-Teachers: Mind Your Language!p. 17
Developing Teacher-Scholars in Foreign Language Graduate Educationp. 43
Preparing Graduate Students to Teach: The Role of Literature Facultyp. 45
A Literacy-Based Approach to Foreign Language Teacher Developmentp. 60
Preparing Graduate Student Teachers for Advanced Content-Based Instruction: Exploring Content Through Grammatical Metaphorp. 82
Envisioning New Forms of Foreign Language Graduate Student Professional Developmentp. 105
Beyond the Methods Course: Using Exploratory Practice for Graduate Student Teacher Developmentp. 107
The Acceso Project and Foreign Language Graduate Student Professional Developmentp. 128
The Relevance of Cultural Linguistics to Foreign Language Graduate Education: From "Language and Culture" to "Language as Culture"p. 149
Researching Foreign Language Graduate Student Professional Developmentp. 169
Evolving Notions of Literacy-Based Foreign Language Teaching: A Qualitative Study of Graduate Student Instructorsp. 171
Investigating Foreign Language Graduate Student Instructors' Perceptions and Use of Technology in the Classroomp. 192
Video Reflection in Foreign Language Teacher Developmentp. 212
Coda: Foreign Language Graduate Student Teacher Development in the Twenty-First Century: Challenges and Opportunities for Collegiate Foreign Language Studiesp. 231
Contributorsp. 238
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