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UNESCO and the Education Policy Center at American Institutes for Research have reported massive teacher shortages to exist around the globe. In the United States, an estimated 44 states and Washington, D.C. have experienced shortages of qualified world language (WL) teachers for decades. Limited research has addressed the reasons for this shortage and ways to remedy it. Out of concern about reduced enrollments specifically for WL teacher preparation programs, this study investigated recruitment and retention strategies used at two US Midwestern universities. Analysis of questionnaire data from preservice teachers and alumni revealed reasons why candidates chose WL education and persisted in the program. To improve the US WL teacher shortage, WL teachers, teacher educators, preservice teachers, and local, state, and national organizations must understand that they need to develop a symbiotic mutualistic relationship and collaborate more strategically to preserve, promote, and perpetuate WL education for global citizenship. The Challenge: The US teacher shortage crisis threatens the viability of world language programs that play a vital role in preparing students as global citizens. How can world language teachers, teacher educators, and preservice teachers join forces to remedy this shortage? What recruitment and retention practices positively impact program enrollment for universities? [ABSTRACT FROM AUTHOR]

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This research explored essential elements to be considered when teaching US students to develop and define creativity in the general elementary (students aged 5–11 years) music classroom. This case study focused on answering the following research questions: 1) What are students’ perceptions of creativity? 2) How can music educators successfully implement improvisation lessons to promote student creativity and learning? Data included students’ in-class written work and homework, and field notes taken during observations of classroom discussions after improvisation lessons. Analysis of this data provided evidence that students produce more creative, original music when they are more confident with their musical ability. Students viewed music they enjoyed as creative. Students also believed that a variety of instruments or rhythms make music creative. Although improvisation skills were demonstrated for students, the results indicated that students might take more risks when creating music if their teachers played music and demonstrated skills more often in class. [ABSTRACT FROM PUBLISHER]

An experiential approach to professional development (EPD) allowed Spanish teachers opportunities to improve their practice through demonstration, observation, collaboration, fieldwork, and reflection. As result of experiential professional development, Burke (2012) found that teachers' knowledge about communicative language teaching developed, and teachers' beliefs about language teaching changed. The Spanish teachers implemented communicative methods, which they had used rarely, if ever, prior to EPD. Through qualitative analysis of teacher questionnaires and written reflections, as well as the researcher's observations and field notes, it was discovered that specific components of EPD made it successful. Teachers believed it promoted a collaborative community because it incorporated purposeful meetings, peer observations, and peer and student feedback. Teachers appreciated the onsite coaching and practical application that allowed them time to experiment with communicative methods. EPD provided an effective alternative to classroom-based university courses that allowed for viable change in classrooms. The results show that experiential educators should consider collaborating with professors, researchers, staff developers, school administrators, and teachers to create meaningful, transformative, EPD in which classroom teachers understand and apply theory and research into practice effectively. [ABSTRACT FROM AUTHOR]

The author discusses potential changes to the licensure process for U.S. teachers of modern foreign languages, particularly commenting on issues relating to national and state standards for language education and claiming that increasing requirements will not improve the quality of foreign language education in the U.S. She addresses recommendations made by the American Council on the Teaching of Foreign Languages (ACTFL) and the National Council for Accreditation of Teacher Education (NCATE). Topics explored include variations in requirements between states, the Oral Proficiency Interview (OPI) and Written Proficiency Test (WPT), and problems with basing education on accountability and test-taking ability.

The article presents a case study of preservice world language teachers. It evaluated a transition from world language education methods at one of the major universities in the U.S. to a five-week field experience in secondary schools. Data analysis of this study served to identify the three teacher profiles such as the communicative (CLT) teacher, the grammar-translation, and the hybrid of the two profiles. Further discussed are the results and the implications for university methods courses, field experiences, and professional development.

A letter to the editor is presented about certification expectations for teacher candidates and the American Council on The Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.