In order to confront the current lack of L2 use by language teachers, this session promotes discussion around three dimensions of the aforementioned dilemma: 1) the research and standards for supporting maximal teacher use of the L2, 2) how pre- and in-service teachers are navigating between L1 and L2, and 3) ways to promote more teacher use of L2.

Content-based instruction (CBI) presents many challenges for teachers. This presentation summarizes the results of two phenomenological studies on teacher experiences with CBI: one with foreign language teachers and one with immersion teachers. Emphasis is on discussion of implications for teacher preparation and professional development as well as future research.

K-12 ESL teachers often have difficulty developing lesson plans that include
both content and language objectives. Dozens of authentic ESL content lesson plans were analyzed, and a coding tool was developed to readily identify these challenges. From these, considerations can be generated to support both ESL teachers and teacher educators.

Paper reports on an evaluation study of a dual language immersion program that led to a professional development (PD) partnership in which teachers participate in all research stages. The PD is focused on development of second language students’ oral language through on-line training on the Student Oral Proficiency Assessment (SOPA).

This paper explores concept development in ten university French instructors during a semester-long training sequence on lesson planning. The sequence merges everyday and scientific concepts through collaborative, socially mediated activities. Descriptive data illustrate the efficacy of this professional development project and point to implications for future research.

Qualitative analysis of graduate student teachers' shared experiences in a teacher support group based on the reflective teaching framework "Exploratory Practice" is presented. Findings show how this community, representing four different language programs, can provide a potential interdisciplinary model for professional development beyond teaching methods courses in collegiate FL programs.

This paper presents the process of and findings from a semester of collaborative peer mentoring between an experienced English language instructor and a novice language teacher. Reflective teaching was used to investigate our pedagogical practices and relate it to our experiences as language and teacher learners.

In this talk, we examine lived experiences through personal narratives of NNS language teachers. Focusing on individuals' journeys of acquiring Chinese, Italian, German, etc. as an L2, we draw conclusions about "what it takes" to develop the L2 proficiency necessary to teach a language that is not one's mother tongue.

This paper explores the role of World Englishes (WE) and English as an International Language (EIL) in TESOL teacher preparation. The presenters outline the rationale for incorporating WE and EIL into teacher education curricula and provide practical strategies for educators. The session concludes with an audience discussion.

A survey and interviews of Ohio FL teacher candidates and teacher educators investigated teacher candidates'success in reaching the ACTFL Advanced-Low level as the candidates neared graduation and licensure. Results showed varied understandings of oral proficiency and its connection to teaching. Official OPI results were obtained where possible.

Accreditation and accountability have been increasingly prominent in national conversations about the preparation of teachers. This symposium will share information about ways that the ACTFL NCATE Standards are strengthening language teacher education programs by providing clear benchmarks and expectations designed to meet high standards for F/WL teacher preparation. A variety of perspectives will be represented by members of the ACTFL NCATE Program Review and Audit Teams; time for questions and dialogue included.

This symposium explores the exact meaning of "relation" in language teaching, teacher development, and teacher education, focusing in particular on the teacher-student relation: how it is to be conceptualized, and its place in educational systems. Three empirical and conceptual studies will examine different aspects of relation. Ample time will be left for discussion.

This paper presents findings of a genre analysis into (1) the schematic structures and linguistic patterns of second language classroom lessons, and (2) teachers' and students' perceptions of the communicative purposes underpinning the organizational features of language lessons. Implications for language teachers and language teacher education are discussed.

A microgenetic analysis (Vygotsky, 1978) of data collected during a 15-week restructured microteaching simulation project traces three pre-service teachers' cognitive development as it is in the process of formation and highlights the critical role of strategic mediation in creating opportunities for teachers to externalize, reconceptualize, and rematerialize their teaching practices.

The paper presents the development and piloting of the online Lesson Plan Generator (LPG). The LPG has been developed to assist teachers in developing lesson plans that reflect the adopted language learning standards. It emphasizes backward design in lesson planning, and incorporates assessment as the integral part of the planning process.

What does it mean to become a virtual professor? How does online teacher identity evolve? And how is it different from one's already-existing teacher identity? Through self-study research, three language teacher educators teaching in the same program, deconstruct their online teaching experiences by focusing on their identity construction and negotiation.

The purpose of the present study was to assess the advantages and disadvantages of two supervision models: traditional classroom visits vs. online evaluations of video-recorded lessons. Participants were teacher candidates completing a two-semester internship, the capstone course in an alternative, non-degree program leading to certification in French or Spanish.

The focus of this study is to evaluate an online course Teaching Social Studies to ELLs. The researcher will present the results of the qualitative data based on participant interviews and discuss whether participants found the training to help them better know how to interact with their ELL students.

Assessment literacy refers to familiarity with those measurement basics related directly to what occurs in classrooms; language assessment literacy extends this definition to the specific issues of language assessment (Stiggins, 2001; Inbar-Lourie, 2008; Taylor, 2009). This paper explores three approaches to enhancing assessment literacy among pre- and in-service language teachers.

Results from a survey study assessing pre-service and current teachers' attitudes and beliefs about teaching content to adolescent ELLs through language-based strategies will be shared. Educators interested in increasing advanced literacy development for ELLs will enjoy this session.

This mixed methods study investigated students' beliefs about English language learning and teaching at different times during their teacher preparation studies. It also investigated change in those beliefs over time. This research highlights the need to identify beliefs at initial stages of instruction to develop strategies to modify beliefs that are not supported by theory and research.

This study explores the epistemological beliefs of Turkish pre-service teachers of English, and to what extent these beliefs change as a result of taking part in a case-based teacher education course. Data were collected by means of interviews and written responses to the given cases from six pre-service teachers.