ERIC Number: EJ741908
Record Type: Journal
Publication Date: 2006-Aug
Reference Count: 24
Culture, Multiculturalism, and Foreign/World Language Standards in U.S. Teacher Preparation Programs: Toward a Discourse of Dissonance
Fox, Rebecca K.; Diaz-Greenberg, Rosario
European Journal of Teacher Education, v29 n3 p401-422 Aug 2006
This paper examines the results from a qualitative study conducted with teacher education candidates enrolled in the foreign/world language licensure programs in two different universities located in the United States. The purpose of the paper is to help us better understand how critical pedagogy and multicultural education can help meet the challenges that world language teachers experience in the teaching of culture. It draws attention to some of the complexities that exist in the integration of the "cultural standard" (my italics) in foreign/second language teacher education programs and some of the challenges faced in its implementation in the K-12 classroom setting. Although the current study took place in the United States, the growth of an increasingly global society fosters the need for increased cultural understanding and communication around the world. The researchers call for collaboration across programs, states, and countries to learn from one another and express the need to promote honest dialogue that opens the floor to discussion, different ideas and the values of others in order to challenge assumptions and transform thinking. The following are appended: (1) Student Standards for Foreign Language Learning in the United States; and (2) The ACTFL/NCATE Teacher Standards (American Council on the Teaching of Foreign Languages/National Council on the Accreditation of Teacher Education Teacher Standards).
Descriptors: School Culture, Cultural Pluralism, Second Language Programs, Standards, Preservice Teacher Education, Qualitative Research, Critical Theory, Multicultural Education, Language Teachers, Teaching Experience, Teacher Education Programs, Cooperative Planning, Interviews, Student Teaching, Diversity (Faculty)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States