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Defining Excellence in Foreign Language Teaching: Insights from ACTFL/NCATE Teacher Standards

The ACTOSTL project seeks to identify what student and initial teachers perceive as effective practices in foreign language teaching. Through observations of lessons, student teachers gathered data on indicators of good practice relating to language instruction. By utilizing 22 descriptors from the EPOSTL and the ACTFL/CAEP Standard 3, the project emphasizes the importance of coherent lesson planning, curriculum adherence, and adaptability during instruction. This study contributes to the development of effective teaching competencies aligned with established educational standards.

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Defining Excellence in Foreign Language Teaching: Insights from ACTFL/NCATE Teacher Standards

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  1. ACTOSTL ACTFL-ECML project: Using the ACTFL/NCATE (CAEP) Teacher Standards and EPOSTL descriptors of teacher competences to define excellence in language teaching (ACTOSTL) David Newby

  2. Research question of ACTOSTL Aim • The central aim of the project is to determine what student and initial teachers consider to be good practices in foreign language teaching. Process • Student teachers observed lessons and noted ‘indicators of good practice’. Content • 22 descriptors taken from the EPOSTL D. Newby

  3. Observation Shhe A. ACTFL/CAEP Standard 3 (Planning) 1. The teacher structures the lesson plan in a coherent and varied sequence of content. a. b. c. d. D. Newby

  4. Lesson plan: -the teacher has a clear lesson plan for him/herself (2) -the teacher has a plan for a longer period of time (fall /semester) (2) -changes in the lesson plan may occur during the lesson without it being disrupting (2) -the teacher followed the curriculum -lesson divided into sequences / segments (3) -length of activities taken into account in the lesson plan (4) -sticking to the schedule … D. Newby

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