Meeting professional language standards in the FL classroom in Trinidad and Tobago

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dc.contributor.author Yamin-Ali, Jennifer
dc.date.accessioned 2010-04-14T20:59:05Z
dc.date.available 2010-04-14T20:59:05Z
dc.date.issued 2006
dc.identifier.citation Yamin-Ali, J. (2006). Meeting professional language standards in the FL classroom in Trinidad and Tobago. Caribbean Curriculum, 13, 23-44 en
dc.identifier.issn 1017-5636
dc.identifier.uri http://hdl.handle.net/2139/6596
dc.description.abstract This paper examines the notion of linguistic competence within the context of developing professional standards for foreign language teachers. It focuses on specific language deficiencies recorded during observation of Spanish teachers in the classroom, and provides an initial indication of the need to provide some degree of structured support for competence enhancement in the foreign language. The observation is made that whereas FL teachers may have "latent" knowledge of some fundamental lexical and semantic areas of the language, this knowledge does not always translate into appropriate application. Essentially, the role of the FL teacher as model, resource, and inspirer is diminished when the language used in the classroom shows hesitation, insecurity, inaccuracy, and lack of practice. Finally, some suggestions are made about how teachers can access opportunities for improving their proficiency in the foreign language, at both the personal and the policy level en
dc.language.iso en en
dc.publisher School of Education, UWI, St. Augustine en
dc.subject Foreign language education en
dc.subject Foreign language teachers en
dc.subject Standards en
dc.subject Trinidad and Tobago en
dc.title Meeting professional language standards in the FL classroom in Trinidad and Tobago en
dc.type Article en


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