The training of teachers of foreign languages in the United States: contexts, challenges and question marks

Abstract

The training of teachers of foreign languages in the United States is a subject that has been widely discussed and has gained much popularity in recent years within this country. The push for quantifying the use of effective practices has intensified the focus on teaching standards and methods, often obviating the importance of language proficiency of teachers in the language they teach. This article presents realities about the different training of teachers of languages from preschool level to twelfth grade in the United States. For this purpose, the author clarifies the context of training of foreign language teachers and the requirements for teaching foreign languages in the primary and secondary public schools of the country. In addition, the article exposes challenges associated with the current practices of teachers’ education and their implications for both educators and students. The author concludes with questions about the future of teachers’ education in the United States in a period when the demand for learning foreign languages is growing while the nation goes through a decline of language teachers.