How to maximize language learners' career readiness
Datos Bibliográficos
| ID | 11438166 |
|---|---|
| Autores | Russell Simonsen (0000-0003-0287-7968, Miami University, autor de correspondencia) |
| Año | 2022 |
| Volumen | 55 |
| Número | 2 |
| Páginas | 156-162 |
| Fecha de publicación | 2022-04-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Language Teaching (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-4448 • E-ISSN: 1475-3049 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0261444821000227 |
| OpenAlex | W3175217933 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 7 |
Ensuring that students are 'career-ready' has become a common goal in language education over the past decade. The American Council on the Teaching of Foreign Languages (ACTFL) explains that language learning sequences must be carefully developed 'so that students are able to reach the Advanced level of Proficiency, 'career-ready' preparation' (ACTFL, 2020, para. 1). Because one of students' main educational motivations is to prepare for a career, it makes sense that ACTFL and language programs would want to promote the idea that advanced language abilities can increase employability. Although career-ready preparation is a worthy goal, it is often discussed in vague terms without a clear path toward achieving it. In light of recent data from employers regarding their linguistic needs, it is time to reassess the conceptualization of career readiness in language education in order to ensure that we provide students with skills and knowledge that will enhance their employability
Action (physics · Content (measure theory · Mathematics education · Multimedia · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Citas por año | 2 |
|---|---|
| Intervalo de citas | 2024 - 2026 (3) |
| Altamente citado | No |