These guidelines are designed for the preparation of all prospective teachers of a world language. It is clear that a single course is insufficient to adequately prepare teachers to implement the vision as outlined in the state and national standards.

Courses designed to develop pedagogical competence should include a variety of field experiences in order to expose prospective educators to diverse age/grade levels. These courses should precede student teaching.

A world language teacher will be able to demonstrate:

1. knowledge of the historical development of language teaching methodology.
2. knowledge of state and national content standards and how they relate to the teaching of languages.
3. familiarity with professional organizations concerned with world language education such as ACTFL, TESOL, FLENJ, and the language specific associations, as well as their publications.
4. understanding of second language acquisition theories.
5. understanding of and an ability to use a variety of instructional strategies in order to help students:
• engage in interpersonal and interactive communication
• interpret spoken and written language
• present spoken and written language
Such strategies might include: TPR, Natural Approach, Cooperative learning, content-related instruction, using authentic materials, role playing, drama, stories, music, songs, rhymes and games.
6. ability to establish a secure and supportive world language learning environment by:
   • lowering anxiety, as in dealing appropriately with error correction
   • creating a target culture environment
   • dealing with organizational and management issues faced by itinerant teachers
   • differentiating instruction in order to maximize the achievement of all students.
7. knowledge of and an ability to use instructional resources such as:
• realia
• manipulatives
• teacher generated materials
• published materials
• community resources
• technology
8. ability to design developmentally appropriate lessons and thematic units
9. understanding of and an ability to develop and use appropriate formative and summative assessments and their rubrics. Such assessment tools should include:
• performance-based tasks
• portfolios
• journals