CHI TIẾT NGHIÊN CỨU …
Tiêu đề
KFL program building and professional development
Tác giả
Cho Y.-M.Y.; Lee A.; Wang H.-S.
Năm xuất bản
2020
Source title
Teaching Korean as a Foreign Language: Theories and Practices
Số trích dẫn
1
DOI
10.4324/9780429244384-9
Liên kết
Tóm tắt
This chapter traces the history of the emergence of KFL as an academic discipline in North America and provides an overview of KFL programs, from the perspective of quantitative growth and curricular content. With the Korean language ranked as the 11th-highest in student enrollment in US higher education in 2017-a two-fold increase since 2003-the field is set to leap to the next stage in program building and articulation within foreign language education and Korean studies curricula. The task starts on the one hand, with evaluating KFL programs against top-down measures such as goals in foreign language learning, liberal arts education, and National Standards, and on the other, with fine-tuning the language program through locally relevant bottom-up concerns. Having identified KFL instructors as the key component in the success of a language program, this chapter proposes a structured system of professional development that will lead teachers to respond effectively to ongoing changes in the educational environment. © 2021 selection and editorial matter, Young-mee Yu Cho; individual chapters, the contributors.
Từ khóa
Tài liệu tham khảo
Program standards for the preparation of foreign language teachers, (2013); World-readiness standards for learning languages, (2015); Baek B.-J., Teacher training in Korean as a second language and its method, Bilingual Research, 8, pp. 507-525, (1991); Bang S.-W., A study on the issues and tasks of Korean teachers’ re-education, Journal of Korean Language Education, 27, 2, pp. 79-103, (2016); Barrette C.M., Paesani K., Language program articulation: Developing a theoretical foundation, (2004); Berbeco S., Foreign language education in America: Perspectives from K-12, university, government, and international learning, (2016); Brindley G., Outcomes-based assessment and reporting in language programs: A review of the issues, Language Testing, 15, pp. 45-85, (1998); Brindley G., Outcomes-based assessment in practice: Some examples and emerging insights, Language Testing, 18, pp. 393-407, (2001); Cheon S.-Y., The design, implementation and evaluation of Korean K-12 teacher training workshops, Journal of Less Commonly Taught Languages, 21, pp. 145-165, (2017); Cho Y., Jung J., Ha J., Integrated Korean: Accelerated 1 & 2, (2020); Choi E.-G., Current situation and future for teacher reeducation at the Korean language education institute, The Society for Korean Language and Literary Research, 41, 1, pp. 443-475, (2013); Chun H., Cho Y., Building a locally relevant curriculum for Korean language teachers, Korean Language in America, 22, 1, pp. 46-70, (2018); The Korean Language in America, 19, 2, pp. 149-460, (2015); Cox T., Malone M., Winke P., Future directions in assessment: Influences of standards and implications for language learning, Foreign Language Annals, 51, 1, pp. 104-115, (2018); Diaz-Maggioli G., Professional development for language teachers, Eric Digest, (2003); Egnatz L., The high school challenge, Foreign language education in America: Perspectives from K-12, university, government, and international learning, pp. 66-84, (2016); Freeman D., Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education, TESOL Quarterly, 23, 1, pp. 27-45, (1989); Freeman D., The hidden side of the work: Teacher knowledge and learning to teach: A perspective from North American educational research on teacher education in English language teaching, Language Teaching, 35, 1, pp. 1-13, (2002); Gor K., Vatz K., Less commonly taught languages: Issues in learning and teaching, The handbook of language teaching, pp. 234-249, (2009); Im C.-S., Suh H., Jung Y., Shin H.-Y., Choi J., A study on the state of Korean school instructors and measures to develop their professionalism in the U.S., specifically in WAKS’ case, Journal of the International Network for Korean Language and Culture, 10, 2, pp. 247-274, (2013); Kiely R., Evaluation, innovation, and ownership in language programs, The Modern Language Journal, 90, 4, pp. 597-601, (2006); Kim S., A survey on postsecondary Korean language programs in the United States, Journal of Less Commonly Taught Languages, 21, pp. 99-126, (2017); Kramsch C., The symbolic dimensions of the intercultural, Language Teaching, 44, 3, pp. 354-367, (2011); Lally C.G., Foreign language program articulation: Current practice and future prospects, (2001); Latoja L., Foreign language placement examinations: A brief history of the standardized test, Foreign language program articulation: Current practice and future prospects, (2001); Macdonald M., Badger R., White G., Changing values: What use are theories of language learning and teaching?, Teaching and Teacher Education, 17, 8, pp. 947-963, (2001); Norris J., Language program evaluation, The Modern Language Journal, 100, pp. 169-189, (2016); Richards J.C., Curriculum development in language teaching, (2001); Richards J.C., Farrell T., Professional development for language teachers: Strategies for teacher learning, (2005); Ross S.J., Program evaluation, The handbook of language teaching, pp. 756-778, (2009); Sohn H., Huh S., Choi Y., Needs analysis of Korean community schools in Hawai’i, Proceedings of the 17th international conference on Korean Language Education, pp. 587-603, (2007); Trace J., Hudson T., Brown J.D., Developing courses in languages for specific purposes, (2015); Wang H.-S., Korean language teachers in higher education: Profile, status and more, Journal of the National Council of Less Commonly Taught Languages, 16, pp. 147-187, (2014); Wang H.-S., Rise of Korean language programs in U.S. institute of higher education: A narrative history, (2015); Wang H.-S., The state of current affairs: Korean language teachers in U.S. higher education. Paper presented at the 23rd Annual Meeting of the American Association of Teachers of Korean, (2018); Watanabe Y., Norris J.M., Gonzalez-Lloret M., Identifying and responding to evaluation needs in college foreign language programs, Toward useful program evaluation in college foreign language education, pp. 5-56, (2009); Weir C.J., Roberts J.R., Evaluation in ELT, (1994)
Nơi xuất bản
Taylor and Francis
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus