Oral Proficiency Levels of Current K–12 Language Teachers

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Studying and Supporting Teachers' Support of English Learners

Abstract

Advanced oral proficiency is an integral part of language teacher education, yet little research exists that investigates practicing K-12 non-native language teachers’ target language maintenance habits. This paper presents results of a research study that investigated the TL proficiency maintenance practices and current oral proficiency rating of 104 world language teachers in Oklahoma and Utah. Data were collected by means of a questionnaire and an official ACTFL OPIc. Results indicate that the majority of current language teachers have either maintained or improved their level of TL proficiency over time and that all teacher participants consciously use their TL outside of the classroom. These results have implications for language teacher preparation programs, district and state language supervisors, ACTFL, and CAEP.

Authors

• Rebecca Borden, University of Oklahoma

• Teresa Bell, Brigham Young University