Date of Graduation

Summer 2010

Degree

Master of Science in Education in Secondary Education

Department

Reading, Foundations and Technology

Committee Chair

Mary Harges

Keywords

performance assessment, language proficiency, communicative competence, foreign language pedagogy, teacher philosophy, educational reform

Subject Categories

Education

Abstract

This qualitative multiple case study explored various teachers' philosophies of language education related to the Integrated Performance Assessment designed by the American Council on the Teaching of Foreign Languages. Current literature theoretically affirms the potential value of this assessment. However, both current literature and the rationale for this study recognize that educational innovations are only successful if connected to teachers' educational philosophies and instructional goals. Five world language teachers were interviewed to discuss their personal experiences related to foreign language study and instruction, educational philosophies, and instructional practices in relation to the teacher's implementation of the Integrated Performance Assessment. The researcher analyzed both individual cases and the sample as whole to conceptualize the relationship between the teachers' philosophical development and their implementation of the Integrated Performance Assessment. This study found that all participants maintain a concept of language proficiency that includes both linguistic and communicative competence. All participants believe there is a great need for increased attention to communicative activity in the world language classroom and support the innovation of the Integrated Performance Assessment.

Copyright

© Cole Steven Trent

Campus Only

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