2011 Teacher Impact Survey

Transcription

1 2011 Teacher Impact Survey Teacher Program Participants Reported Implementation and Awareness of STARTALK-endorsed Principles for Effective Language Learning and Teaching Introduction In June 2012, STARTALK Central conducted a survey of participants who attended STARTALK teacher preparation programs from Of the 398 teachers who responded, 312 are currently teaching. Of those 312 teachers, 236 indicated on the survey where they worked. The teachers were given the choice of indicating more than one option for their workplace. Seventy-four percent worked at least part-time in public schools. Thirty-two percent said they worked as private tutors. Private/parochial non-heritage pre-k-12 schools employed twenty-four percent of the teachers. The experience level of the teachers at the time of the survey ranged from one week to thirty years. STARTALK Central was particularly interested in whether teachers were implementing the principles of effective language instruction taught at STARTALK programs. These principles include implementing a standards-based and thematically-organized curriculum, facilitating a learner-centered classroom, using the target language and providing comprehensible input for instruction, integrating culture, content, and language, adapting and using age-appropriate authentic materials, and conducting performance-based assessment. The vast majority of teachers said that they had implemented these principles. Of the 392 teachers to respond to the question, 94 percent answered affirmatively. The high percentage of affirmative responses to this question seemed suspicious. In order to determine if the teachers had in fact implemented the language-learning principles, researchers analyzed other information the teachers provided in their surveys. Using the interpretations of the principles found on STARTALK s website ( as a guide (see Appendix), researchers examined the teachers other responses using techniques from discourse analysis and narrative inquiry research. The researchers were able to assess the validity of 234 of the 369 self-reported responses. Data Analysis As anticipated, fewer teachers than had self-reported actually implemented the principles. For two of the principles (adapting and using age-appropriate authentic materials, and conducting performance-based assessment) teachers fairly accurately self-reported implementation. But for the other four principles, there were significant discrepancies between the teachers self-reported responses and actual implementation (See Table 1). Two of the principles (the use of a standards-based and thematically organized curriculum, and the integration of language, culture, and content in the classroom) seemed to be either greatly misunderstood or unimplemented in the teachers classrooms. The two remaining principles (creation of a learner-centered classroom, and use of the target language) seemed problematic. 1

2 Table 1. Implementation of language-learning principles Implementing a standardsbased and thematically organized curriculum. Facilitating a learner-centered classroom. Using the target language for instruction. Integrating language, culture, and content. Adopting and using ageappropriate authentic materials. Conducting performancebased assessments. selfreported After further examination of the teacher surveys, researchers determined that 38 percent of teachers, not 89 percent, as was self-reported, implemented a standards-based and thematicallyorganized curriculum (see Table 2). Eighty-seven of the 146 teachers whose answers were not affirmed mentioned that their curricula were either standards-based or thematically-organized, but not both. It is unclear if those teachers simply neglected to mention the other part of this principle or if they had indeed not implemented the other part. Because researchers could not determine which was the case, these teachers were said to not have implemented the principle. It is therefore possible that the percentage of teachers who implemented this principle is actually higher, but based on survey data, this could not be discerned. The remaining fifty-nine teachers whose answers were not affirmed provided information about lesson planning techniques or their teaching philosophy, not information about curricula. Some of those fifty-nine teachers reported that they had no authority over the curriculum at their place of employment. Table 2. Implementation of a standards-based and thematically organized curriculum selfreported Implementing a standardsbased and thematically organized curriculum Description of characteristics of this principle from STARTALK website: Every lesson derives from a standards-based unit that culminates in students developing the ability to engage in spontaneous, unrehearsed communication for real-world purposes. Each lesson has clearly stated cultural objectives that indicate what students will be able to do and what 2

3 they need to know by lesson s end. Research and theory determine the instructional experiences and the order in which they take place to ensure that students can meet the lesson s cultural and language performance objectives. Grammar is not the focus of the course, unit, or lesson. The teacher teaches grammar as a tool for communication, avoiding meaningless rote drills and ensuring that all practice requires attention to meaning. The American Council on the Teaching of Foreign Languages (ACTFL) advocates that students acquire a deeper perspective on culture learning to think and learn in the language, not just use the language to express thoughts. STARTALK advocates a very similar approach, encouraging teachers to integrate culture, content, and language. Researchers further analysis revealed that of the thirty-five teachers (15 percent) who explicitly said they integrated all three elements (language, culture, and content), the emphasis was generally on cultural integration, with content mentioned only superficially. Eighty-six of the 234 teachers (37 percent) talked about how they incorporate culture into their language classes, but did not talk about (or allude to) content. In contrast, four of the 234 spoke only about using content as the basis for their class and did not discuss integrating culture. One teacher, for example, combined use of the target language with a science lesson. Twenty-three of the 234 were aware of this principle, but did not indicate that they were actually employing it in the classroom. The remaining 86 teachers did not provide a valid response to the question. The survey responses concerning this principle seemed to indicate that the teachers were unclear on the concept of content in language teaching. Some teachers equated content with topical categories (such as colors or numbers) or with organization elements (such as technological tools). Teachers may be unclear on this principle because the description on the STARTALK website, shown in Table 3, is vague and needs to be revised to better reflect STARTALKS s vision of content. Content-based language instruction is a relatively new practice in K-12 schools. While teachers in immersion schools typically employ content-based language instruction daily, it is not as widespread practice in public schools as of yet. Since almost 75 percent of the 398 STARTALK teacher graduates taking part in this survey work in US public schools, it is understandable that the results of this question were problematic. Table 3. Integration of language, culture, and content selfreported Integrating language, culture, and content Description of characteristics of this principle from STARTALK website: Cultural instruction focuses on perspectives not just products and practices. Like the concept of content, the idea of what constitutes a learner-centered classroom was slightly problematic (see Table 4). However, despite the potential for confusion, the majority of the teachers did demonstrate that they were developing (if not using) learner-centered activities. Some of the teachers described activities that did not necessary apply to a learner-centered classroom, although they may have if explained in more depth. Because these responses were vague, researchers could not conclusively determine that the teachers were operating a learner-centered classroom. This 3

4 determination created the discrepancy between the teachers self-reported responses and the researchers final data. Table 4. Facilitation of a learner-centered classroom selfreported Facilitating a learner-centered classroom Description of characteristics of this principle from STARTALK website: Students learn vocabulary from input (hearing or reading) and from using it in language-rich contexts such as stories, hands-on experiences, picture descriptions, or subject-matter content. The teacher provides frequent, varied classroom opportunities for students to interpret and express meaning for real-world purposes. In every class session, the teacher provides paired or small group activities that engage students in using the language for meaningful communication. While 92 percent of the STARTALK teacher program graduates said they implemented the target language principle in their classes, only 74 percent described the use in enough detail to meet the requirements explained in Table 5. No teachers, however, spoke about the issue of comprehensible input in response to this question. Teachers said it was difficult to use the target language 90 percent of the time, one of the characteristics of this principle (see Table 5). Some teachers were worried that their students were not ready for an immersion experience. Others worried that they would not have time to cover all the course material. 26% of the teachers resorted to translating course content into English (particularly if they were discussing grammar) or used English for more than 10 percent of the class. It should be noted, though, that 10 percent of the teachers said they were trying to better implement the principle. Table 5. Use of the target language for instruction selfreported Using the target language for instruction Description of characteristics of this principle from STARTALK website: The teacher uses the target language at least 90 percent of the time. The teacher uses a variety of strategies to make language comprehensible, monitors student comprehension, and makes adjustments as necessary. The teacher avoids the use of translation by using verbal and non-verbal strategies and also avoids eliciting translation from students. 4

5 Discussion Research conducted in teacher education reveals that, as teachers gain experience, they tend to reinterpret the ideas they learned in their teacher education classes. The further teachers are from their initial education, the greater the variance in their interpretations of the concepts and techniques learned in classes. During the first two to three years of independent practice, teachers do not cling to learned techniques and formal education to meet students needs (Watzke, 2007a; Watzke, 2007b). Instead, beginner teachers tend to rely on their own personal experiences, looking back on the time they spent as students for answers. This is what Lortie (1975) calls the apprenticeship of observation. In other words, under stress to please their students and other educational stakeholders (parents, administrators, faculty), new teachers tend to resort to what they know works. They teach as they were taught, frequently disregarding what they formally learned in education courses. In this respect, it can be argued that STARTALK teacher preparation program graduates are following a common trend. Where STARTALK teacher program graduates deviate from this trend, however, is in the amount of professional development they may receive after their initial program. In the current economy, many public schools are not paying for teachers to attend conferences. While the number of programs and teachers of less commonly taught languages (LCTLs) in the United States have increased, the number of professional development programs for teachers of LCTLs has not (Lee & Lizcano, 2012). Further professional development opportunities may help former STARTALK graduates implement the STARTALK language learning principles. Continued professional development could be particularly important for STARTALK teacher graduates seeking state certification or licensing in their target language since no state offers lifetime teacher credentialing. Finally, it should also be noted that the typical STARTALK teacher development program is a very brief summer program, lasting only a few weeks. Realistically, each STARTALK principle can be addressed equally in such a short session, but program directors and teacher trainers may be compelled to prioritize certain principles. Inevitably, some teacher trainees may be left without an adequate understanding of a certain principle. These educational gaps could be remedied through follow-up professional development courses for former program participants. Former STARTALK teacher trainees could only benefit (and thereby better serve their students and their schools) from continued assistance, which could be in the form of a formal mentoring program or an individual development plan. 5

6 References Lee, D. & Lizcano, L. (2012). Supporting less commonly taught language teachers through communities of practice. Presentation at ACTFL 2012 conference. Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press. Watzke, J.L. (2007a). Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices. Modern Language Journal, 91(1), Watzke, J.L. (2007b). Longitudinal research on beginning teacher development: Complexity as a challenge to concerns-based stage theory. Teaching and Teacher Education, 23,

7 Appendix STARTALK-Endorsed Principles for Effective Teaching & Learning and Characteristics of Effective Language Lessons ( Implementing a Standards-Based and Thematically Organized Curriculum o Every lesson derives from a standards-based unit that culminates in students developing the ability to engage in spontaneous, unrehearsed communication for real-world purposes. o Each lesson has clearly stated cultural objectives that indicated what students will be able to do and what they need to know by lesson s end. o Research and theory determine the instructional experiences and the order in which they take place to ensure that students can meet the lesson s cultural and language performance objectives. o Grammar is not the focus of the course, unit, or lesson. The teacher teaches grammar as a tool for communication, avoiding meaningless rote drills and ensuring that all practice requires attention to meaning. Facilitating a Learner-Centered Classroom o Students learn vocabulary from input (hearing or reading) and from using it in languagerich contexts such as stories, hands-on experiences, picture descriptions, or subjectmatter content. o The teacher provides frequent, varied classroom opportunities for students to interpret and express meaning for real-world purposes. o In every class session, the teacher provides paired or small group activities that engage students in using the language for meaningful communication. Using the Target Language and Providing Comprehensible Input for Instruction o The teacher uses the target language at least 90 percent of the time. o The teacher uses a variety of strategies to make language comprehensible, monitors student comprehension, and makes adjustments as necessary. o The teacher avoids the use of translation by using verbal and non-verbal strategies and also avoids eliciting translation from students. Integrating Culture, Content, and Language in a World Language Classroom o Cultural instruction focuses on perspectives not just products and practices. Adapting and Using Age-Appropriate Authentic Materials o The teacher uses authentic materials and designs tasks appropriate to the language proficiency and age level of the learners. o The teacher uses a range of authentic print and non-print materials in a variety of technological formats. Conducting Performance-Based Assessment o The teacher uses formative assessment of student performance during the course of the lesson to adjust instruction as needed. 7

8 o The teacher and students use feedback about the quality of student performance relative to the lesson s and unit s instructional targets. The bulleted lists of characteristics provide guidance for reflecting on observed lessons. They focus exclusively on languagespecific behaviors and do not include critical but more generic characteristics of effective instruction (e.g., time management and engaging all learners.) The complete list can be found in Starting With the End in Mind: Planning and Evaluating Highly Successful World Language Programs (R. Couet, G. Duncan, J. Eddy, M. Met, M. Smith, M. Still, & A. Tollefson, 2008). Available from 8