Foreign Language Teacher Development: <i>MLJ</i> Perspectives—1916–1999
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The preparation of U.S. foreign language (FL) teachers has been a frequently discussed topic during the past century. As the oldest, continuously published American journal devoted to FL learning and teaching, the MLJ provides an overview of the many issues pertinent to FL teacher education that the profession has grappled with. This historical review traces discussions and developments in teacher preparation and certification since the MLJ 's inception in 1916. In three sections, each covering a quarter century of the Journal ' s publications, the article describes the most relevant discussions and events that have helped shape FL teacher education in the United States. Although many efforts —and doubtlessly many advances —have been made to assure a supply of qualified FL teachers for the nation 's schools, many of the problems discussed more than 80 years ago still remain unsolved. The author hopes that a critical look at the past will help the profession to focus on those proposals that are finding emerging consensus and to prioritize those needs and activities that help effect meaningful change in improving the qualifications of FL teachers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.035 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it