Rationale, Description, and Feasibility of a Partially Programmed Foreign Language Methods Course

Abstract

ABSTRACT Much thought has been given to the structure and content of the foreign language methods course. Literature from both the specific and general education areas concur on several considerations in preservice methods courses: the need for a balance of theory and practice, the need for increased student involvement in real classroom situations, and the importance of utilizing innovative instructional approaches in the preservice teacher preparation program. A major question in support of these considerations is: How does one gain ample time in order to allow for adequate emphasis on each of the aforementioned points in a methods course that might range from thirty to forty contact hours? In response to this question, the author designed and subsequently implemented an apparently viable solution to the problem. This article deals with the design and feasibility of implementing a partially programmed approach to a performance‐oriented foreign language methods course. Five teacher performance skills were identified. A series of multimodeled demonstrations of these skills were video taped for use in a programmed course segment. This article includes a description of the programmed segment and specific suggestions for applying this approach to other subject matter areas.