The author reports on a qualitative, action-research project on
theories and practices in foreign language education. The goal of
the study was to relate the knowledge of foreign language teaching,
learning, and acquisition gained through research to the beliefs
and experiences of expert foreign language teachers. The four
participating teachers represent real teachers who distinguish
themselves from their peers for their excellence in teaching
foreign languages and their success in serving as clinical
teachers. Four theoretical issues are discussed in detail: the
proficiency movement; the role of input; teaching language in
context; and class participation, motivation, and discipline. These
aspects were selected because (1) they pose major challenges to
foreign language interns and (2) they play an essential role in the
learning-acquisition process of second language students.
The major contribution of this study is the integration of the
theoretical and practical dimensions. The practical aspect is
presented by the expert foreign language teachers who describe in
their own words how and explain why they implement a given foreign
language theory in their classrooms. This integration provides
foreign language teachers with a realistic view of foreign language
education and establishes a dialogue between the university and the
school communities. A significant number of excerpts from
discussion-interview sessions conducted with the teachers are
included.
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