A Demographic Profile of U.S. Middle School Foreign Language Teachers

Introduction In 1995, because of limited classroom-based research concerning middle school foreign language instruction, a national study was conducted that assessed the extent of the influence of the Oral Proficiency Movement in foreign language education on teacher practices in middle schools (Stepp, 1996). As part of this study, demographic data were collected on the characteristics of middle school foreign language teachers in terms of gender, work status, background, certification, formal preparation, and efforts to stay current in subject matter and pedagogy. The Oral Proficiency Movement (Met, 1988; Omaggio, 1986; Richards & Rodgers, 1988) emphasizes communicative approaches that promote oral and written communication rather than grammar. It has provided the impetus for curricular and instructional change in foreign language classrooms for approximately 20 years. In addition to assessing the characteristics and preparation of middle school foreign language teachers, the demographic portion of the study also asked whether teachers were acquainted with-the principles of the Oral Proficiency Movement. The Survey Data that described middle school foreign language programs were collected through a questionnaire sent to 300 of the nation's middle schools. These schools were chosen at random from 600 middle schools, most of which had been previously identified as exemplary (George & Oldaker, 1985). In all, 291 surveys were returned from individual teachers in 203 of the 300 schools. However, of all the schools responding, a total of only 146 schools, or 72% of the responding schools, reported an existing foreign language program. In these 146 schools, 234 teachers completed the survey. Results and Discussion Tables 1 and 2 show the results of the demographic survey. (In those cases where the number of responses is less than 100%, a respondent or respondents failed to answer that question on the questionnaire.) The data indicate that the large majority of middle school foreign language teachers (85%) were employed full-time, that they were largely female (85%), and that almost all (93%) were certified to teach foreign language. However, the majority of middle school foreign language teachers (83%) were not native speakers of the foreign language. Almost all (92%) had received formal training in teaching a foreign language and a majority (63%) had received their last formal training within the last 10 years. A majority had also engaged in cultural or linguistic study (74%) or pedagogical study (71%) during the previous five years. In general, the data show that the teachers were well-prepared to teach foreign language in terms of certification, subject knowledge, and formal training. Table 1 Teacher Demographics N % Teachers employed part-time 33 14.1 Teachers employed full-time 200 85.4 No response 1 . 5 Total 234 00.0 Males 34 14.5 Females 199 85.0 No Response 1 . 5 Total 234 100.0 Teachers receiving their last formal training: 0- 1 0 Years ago 148 63.2 10-20 Years ago 37 15.8 20-30 Years ago 31 13.2 Over 30 Years ago 18 7.6 Total 234 100.0 Table 2 More Teacher Demographics Yes No N % N % Native speaker of the language 38 16. …