Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Tomorrow’s World Language Teachers: Practices, Processes, Caveats and Challenges along the Yellow Brick Road
Dr. Paul A. García, Dr. Patricia Davis-Wiley

In this manuscript, the authors discuss multiple issues confronting world language teacher development (WLTD) and suggest options to ensure academic success for all world language (WL) learners. Critics’ claims that WLTD programs lack professionalization can be addressed to “get it right” for tomorrow’s pre-service students—and for their pre-K-12 learners by the establishment of a National Commission on WLTD. Four questions inform our argument that improved professionalization, together with clinical induction and teacher efficacy, will contribute to learners’ success:
1. How might WLTD build upon—and not repeat—past practices?
2. How will standardization initiatives continue to change WLTD?
3. How might investigators align research that contributes to student achievement at the pre-collegiate level?
4. How does the implementation of such endeavors influence our praxis?

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