A return to local governance of world language teacher preparation is needed

Given the call by Krashen (2012) and others advocating for shorter, easier to digest research papers, we provide a shorter than usual summary of the World Language edTPA via empirical findings from the Stanford Center for Assessment, Learning, and Equity and researchers in the field. We argue in favor of abandoning the World Language edTPA for manifold reasons in favor of placing world language teacher preparation and subsequent teacher candidate recommendation for certification and licensure where it belongs—in the competent hands of the teacher educators who prepare these individuals