Models and the Knowledge Base of Second Language Teacher Education

Although teacher education programs have been in existence for a long time, second language teacher education is a relatively recent development. Traditionally, second or foreign language teachers were either native speakers of the target language or had some recognized expertise in the language. To the extent that instructors from either of these two sources had degree work or undertaken other educational programs, it was generally in the literature and culture of the target language. Indeed, simply being a native speaker was often the only criterion. However, in the last thirty year, there has been an explosion in the teaching and learning of second languages, both in the actual teaching and in the education of second language teachers. This has been particularly rapid in the field of English as a second/foreign language (ESL), which is the focus of this paper. In examining pre-service ESL teacher education programs, we can recognize two major aspects. The first is the knowledge base or the information that we believe our students must know. The second aspect is the way or ways in which that knowledge is delivered to our students. I refer to the possible ways as models or approaches. The purpose of this paper is to examine the intersection of the knowledge base with four models. It is necessary to understand how these two aspects of second language pre-service teacher education come together. Without this understanding, we face the danger of randomly offering courses and other instructional activities for accidental reasons. An unstructed approach could result in a haphazard educatio nexperience for our students

Capital Punishment 1955

Once, in a cold stony light With people filling the courtyard To witness the hand of right, We saw a man writhe and twist and then choke at the end of a rope..

Dunkirk

When I saw the place, I could not believe That men fought and struggled on this lonely beach, That whining metal blobs spun through the air Instead of bats and swallows chasing their flitting prey..

First in Reform: The Adoption of Common Core State Standards in Kentucky

Kentucky first drew national attention when its Supreme Court declared the entire system of schools to be unconstitutional in Rose v Council for Better Education, 790 S. W. 2d 186 (1989). The Rose case, argued by former Kentucky Governor Bert Combs, launched a third wave of school reform litigation based on both equity and adequacy as expressed in state constitutions (Day 2011, 2-4). On February 11, 2010, in an unprecedented joint meeting, the chairs of the Kentucky Board of Educat ion, the Council on Postsecondary Education, and the Education Professional Standards Board signed a resolution directing their respective agencies to implement the Common Core State Standards in English/language arts and mathematics. This act formalized Kentucky’s commitment to integrate the nascent standards into the state’s public education system – the first state to do so. This article will trace the antecedents to Kentucky’s adoption of the standards as one expression of the late 20th century/early 21st century “corporate school reform movement” as manifested in the Commonwealth. The state that led America to reconsider how its schools should be funded, now celebrates a newfound spirit of interagency cooperation as it leaps at the opportunity to join with other states in an effort to define what students need to know and be able to do

Career Aspects of Graduate Training in ESL

This article reports the results of a survey of MA graduates in ESL from the University of Hawaii. From the responses of 137 graduates, we learn that the first positions and current positions for a substantial majority were ESL teaching, primarily full time, both in the United States and abroad. Other duties included administration, materials preparation, and curriculum design. Information is provided on the respondents' areas of employment, number of students per class and semester, and salary levels. Employment status, salary for first position after receiving the MA degree, and year of graduation were more important than sex in determining the respondents' current salaries. The respondents reported that the training they received in their MA program helped either a great deal or to a very great extent. A revised questionnnaire is proposed to serve as a model for future surveys. The results are useful not only to administrators and faculty in ESL professional preparation programs, but to those contemplating enrolling in an MA program