Dimension

4
Fostering Global Competence Among Pre-Service
Language Teachers: A Comparison of Teacher
Beliefs and Practices Between Language Teachers
from the U.S. and Spain
Victoria Russell
Valdosta State University
Sarah Allison
Valdosta State University
Ashley Jacobs
Valdosta State University
Kristina Wingate
Valdosta State University
Hilaria Taft
Valdosta State University
Abstract
This chapter describes an effort to internationalize a foreign language education initial
teacher certification program through a Quality Enhancement Plan (QEP) grant project
that was funded by Valdosta State University. The purpose of the QEP grant was to foster
discipline-specific inquiry skills among undergraduate students and to promote the
development of global competence. With the guidance of faculty, the teacher candidates
who participated in the project conducted a research study that examined teacher beliefs
and practices between 18 foreign language teachers from the U.S. and 15 foreign and
second language teachers from Spain. The results revealed that both teacher groups share
many similar beliefs; however, they diverge in the areas of knowledge and application
of language learning standards and the amount of instruction delivered in the target
language. The teachers from Spain demonstrated greater knowledge and application of
language learning standards, and they also reported spending more time teaching in
the target language compared to their U.S. counterparts. Through this research project
that took place at home and abroad, the teacher candidates met four global competency
learning goals: (1) students investigate the world beyond their immediate environment,
(2) students recognize their own and others’ perspectives, (3) students communicate their
ideas effectively with diverse audiences, and (4) students translate their ideas into appropriate
actions to improve conditions (U.S. DOE International Strategy, 2012-2016, p. 6).
Key words: internationalization, study abroad, teacher preparation, world language
education