Developing Foreign Language Frameworks

An Evaluation Study

Bibliographic Data

ID8936092
AuthorsRoger Bruning (University of Nebraska–Lincoln, corresponding author), Terri Flowerday (University of Nebraska–Lincoln), Marie Trayer (World Vision)
Year1999
Volume32
Issue2
Pages159-171
Publication date1999-05-01
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.1999.tb02389.x
OpenAlexW2139456724
LanguageEN
Citations received3
References cited5

In order for Standards‐based foreign language (FL) instructional methods to be successfully implemented, teachers need to be confident in using them in their classrooms and capable of explaining Standards‐based instruction to parents and community. The Nebraska Foreign Language Standards/Frameworks Project involved a substantial proportion of Nebraska's FL teachers in an intensive process of Standards development and dissemination, with more than half participating in one or more Frameworks activities. The study examined these FL teachers' beliefs about foreign language teaching and learning as they related to the processes of Standards development. Results indicated that increases in teaching efficacy, professional advocacy, and Standards‐based conceptions of FL teaching were associated with Frameworks participation. Instruments developed for the assessment of efficacy beliefs and conceptions of teaching also are presented

Curriculum · Engineering ethics · Faculty Development · Foreign language · Foreign language teaching · Language education · Learning standards · Mathematics education · Pedagogy · Process (computing · Professional development · Professional standards · Teaching method · Computer Science · EFL/ESL Teaching and Learning · Engineering · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies

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