An Electronic Portfolio for the ACTFL/NCATE Teacher Program Standards in the Second Language Methods Course1

By Dhonau, Stephanie; McAlpine, Dave | Foreign Language Annals, Spring 2005 | Go to article overview

An Electronic Portfolio for the ACTFL/NCATE Teacher Program Standards in the Second Language Methods Course1


Dhonau, Stephanie, McAlpine, Dave, Foreign Language Annals


Abstract:

With the publication of the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers in the fall of 2002, teacher preparation programs need to rethink the process of gathering materials that best represent the abilities of the teacher candidates they are training. This article discusses how one foreign language program has piloted an archival process that requires students to produce a CD-ROM as part of the second language methods course. The CD-ROM will become a part of the total package presented during a NCATE accreditation review. Although the creation of the CD-ROM is ultimately for institutional review of its foreign language teacher education program, it has also led to interactions among the foreign language faculty about the shared responsibility for the preparation of teachers. Raising the bar for teacher candidates can only energize faculty to revisit expectations for all foreign language students. When all faculty members realize that they are charged with graduating better-educated teacher candidates, the ACTFL/NCATE Program Standards will have accomplished far more than institutional accreditation.

Introduction

With the October 2002 publication of the American Council on the Teaching of Foreign Languages (ACTFL)/National Council for the Accreditation of Teacher Education (NCATE) Program Standards for the Preparation of Foreign Language Teachers and the April 2002 Teachers of English to Speakers of Other Languages (TESOL)TNCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education, methods instructors are challenged to incorporate the collection of measurable evidence of what foreign/second language (L2) teacher candidates know and are able to do. Both sets of program standards expect demonstration of pedagogy and language proficiency from teacher candidates. This evidence must become a part of L2 methods course requirements. These program standards set forth the necessary elements for teacher preparation programs as well as the knowledge, skills, and dispositions teacher candidates should demonstrate by the end of a L2 academic program (Kubota, 2003). Moreover, the International Society for Technology in Education's (ISTE) National Educational Technology Standards (NETS) (Gomez, 2000) challenge teacher educators to require preservice teachers to archive a variety of examples of what they know and are able to do with technology in the classroom. The NCATE requirements for the collection of artifacts and the ISTE standards make it necessary to devise a method to collect data demonstrating preservice achievement. The authors of this article have approached this challenge by turning to technology to assist with the collection of preservice artifacts. This article offers a rationale for the production of a CD-ROM in the foreign language/English-asa-second-language (ESL) methods course and discusses the how-tos and caveats related to asking students to produce such a portfolio.

The Methods Portfolio

Traditionally, portfolios have been the domain of art, music, and creative writing classes to name a few areas; however, with the arrival of new digital media, it is appropriate to produce portfolios in all areas of performance including L2 teacher training (Baird, 2003). In recent years, alternative assessment of L2 learners has resulted in the use of portfolios to monitor student performance and second language acquisition (SEA) in the mainstream classroom (O'Malley & Valdez Pierce, 1996). Moreover, national foreign language and ESE student standards have stressed the need to document what students know and what students are able to do (National Standards, 1999, TESOE, 1997). These new standards have essentially required the profession to consider alternative ways to assess student performance as they shift the focus from what the language teacher does in the classroom to what the student is able to do in the target language. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

An Electronic Portfolio for the ACTFL/NCATE Teacher Program Standards in the Second Language Methods Course1
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.