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An Integrative Approach to FLES Teacher Training: The Delaware Model
Author(s) -
Vuchic Radmila,
Robb Bonnie Arden
Publication year - 2006
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2006.tb02270.x
Subject(s) - mathematics education , student teaching , foreign language , classroom management , field (mathematics) , psychology , pedagogy , primary education , student teacher , teacher education , mathematics , pure mathematics
While the need for certijied elementary foreign language teachers is on the rise, foreign language teacher educators frequently encounter dqficulty in securing good elementary field experiences for their student teachers due to the dearth of fully developed programs of foreign language in the elementary schools (FLES). This urticle presents a student teaching model designed to meet that placement challenge. The Delaware model, by integrating signlficant field experiences in the regular elementary grade classroom with those in the FLES classroom, makes it possible to ptace student teachers in schools with less than fully developed FLES programs. Moreover, positive results obtained during two integrative placements demonstrate the important cur‐ricular and classroom management advantages that are gained when student teachers are given opportunities to acquire knowledge and experience in the elementary grade classroom as well as in the FLES classroom.