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Academic Leadership Journal

Authors

C. Jochum

Abstract

Across the nation, public schools are focusing on increasing student achievement on standardized tests at the state and national levels in order to comply with federal legislation under the No Child Left Behind Act that requires all students to score at or above proficiency levels in math and reading by the year 2014 (United States Department of Education). In response to this emphasis on accountability and increasing student performance-primarily in the “core” subjects such as English, math and science many public schools have adopted professional development plans designed to infuse their curriculum with general, effective teaching methods that are to be implemented by all teachers, in all subject areas (i.e. curricular infusion). The impetus behind this reform is rooted in educational research; however, the research supporting these models of curricular infusion is often based on the core subjects and largely ignores the non-core or elective subjects such as foreign language. As a result, secondary foreign language instructors who are required to adapt general educational research to their areas of expertise may be left wondering about the effectiveness of applying such instructional techniques that are not directly related to foreign language pedagogy. Therefore, the purpose of this study was to adapt a general model of instructional improvement methods to foreign language instruction and assess its perceived importance among secondary foreign language instructors in a Midwestern state.

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