INTERVIEW QUESTIONS FOR A F.L. TEACHER APPLICANT These are the interview questions that I would ask applicants for a foreign language teaching job. I have also added answers that I would like to hear from candidates. Hopefully these interview questions will give teachers and administrators some direction and spark the generation of further questions. Many of these questions attempt to discover the approach or philosophy of teaching of the job applicant, rather than just methods or techniques, so the initial questions focus more on strategies than on specific tactics. The national standards defined by the American Council of Teachers of Foreign Languages (ACTFL) and recent Second Language Acquisition (SLA) research both favor comprehensible input rather than teach-the-rule-and-drill-it approaches that were used years ago. The difference between these two approaches is often described described as L a n g u a g e A c q u i s i t i o n (based on comprehensible input and meaningful discourse) versus Langu age Learning (based on long grammatical explanations and form-based, noncommunicative drills)
1. What role does grammar correction correction play in your your classroom? classroom? Most students take a foreign language class because they want to be able to speak the language. Acquiring another language can be a daunting task and that desire desire can be squelched if grammar is constantly corrected. Instead, I focus on comprehensible inputbased methods. Correct grammar is important, but correcting students’ grammatical mistakes interrupts meaning and the flow of language and therefore interrupts the acquisition process. A good answer might also have refer ences and/or reasoning like this: The research indicates that grammar rule teaching tends to be a short term memory item. Moreover, the gains from explicit grammar teaching are meager and they usually show up only on a grammar test. The gains in fluent speaking are thought to come from another kind of learning known as acquisition. There are some extremely gifted individuals who can remember grammatical rules and apply them in the middle of a conversation, but for most people to be successful in applying a grammatical rule, these conditions have to be met: 1) They must understand clearly how to apply the rule 2) They must be focused on using the form correctly correctly 3) They must have time to apply it These three conditions are rarely met in everyday speech. They tend to only occur on a discrete point grammar test, and they only are remembered for a short time. Most people speak best by saying what “sounds right” to them. to them. This feeling of correctness about the language only comes by repeatedly repeatedly hearing and/or reading understandable messages messages in the language. This is what we try to do in class; class; set up conditions where students can understand progressively more complex messages in a relaxed environment. From The Natural Approach, p. 30, by Stephen Krashen and Tracy Terrell
2. What is your opinion about grammatical accuracy vs. fluency? An answer weighted towards fluency shows that the applicant understands current is sues in the field: ed b o t h , b u t p i c k i n g u p p r a c t i c a l g r a m m a r t h a t s t u d e n t s c a n u s e a s t h e y s p e a k “ W e n e ed does not com e from an obsessive focus on grammar. Using correct grammar is i m p o r t a n t i n t h a t i t h e l p s t o m a k e c o m m u n i c a t i o n c l e ar ar , b u t m o s t g r a m m a r u s a g e i s
a c q u i r ed a n d e x p r e s s e d u n c o n s c i o u s l y . F l u en c y t r u m p s a f o c u s o n g r a m m a r . H ea r i n g c o n t e x t u a l iz ed , m e a n i n g f u l l a n g u a g e i s h o w s t u d e n t s b e c o m e f l u e n t a c c o r d i n g t o language acquisition research over the last 30 years. If there is enou gh inp ut in the l a n g u a g e b y l i s t en i n g a n d r e ad i n g , s t u d e n t s w i l l d e v e lo p a s e n s e o f w h a t i s r i g h t usage. W h e n a t e ac h e r f o c u s e s o n f o r m i n t e ac h i n g , i t l e ad s t o s t u d e n t s t h a t f o c u s o n f o r m w h e n t h e y s p e a k . T h i s m a k e s t h e m u s e t h e l a n g u a g e l es s a n d t h e y h a v e l e s s c o n t a c t with sp eakers of the langu age. The result is lower language use and less acqu isition o u t s i d e o f t h e c l as s r o o m . ”
A citation like the following, which shows the candidate understands the inherent tension between focusing on form and focusing on communication, would also be nice to hear: “The major… had complimented me on how I spoke Italian, and we talked together very easily. One day I had said that Italian seemed like such an easy language to me that I could not take a great interest in it; everything was so easy to say. „Ah yes,” the major said,‟ Why then, do you not take up the use of grammar?‟ So we took up the use of grammar, and soon Italian was such a difficult language that I was afraid to talk to him until I had the grammar straight in my mind.” Ernest Hemmingway, Men without Women, p. 46-47
3. On what research or model do you base your teaching methods? Answers will vary here, but we need staff members that are clear on what we are trying to accomplish in our language classes. We do not need teachers that are so bogged down in techniques and methods that they lose sight of the overall approach. References to “ C o m p r e h e n s i b l e I n put” are best because they are backed by research rather than inertia. Much of the research in Second Language Acquisition (SLA) theory for the last 30 years has been based on the work of Dr. Stephen Krashen of USC, which indicates that people learn language through Comprehensible Input. This kind of input happens in the classroom by emphasizing speaking with the students in the target language and by reading. Methods like Teaching Proficiency through Reading and Storytelling (TPRS) mesh well with this approach, but Comprehensible Input is the big idea.
4. Describe a typical day in your classroom Here is a good answer the meshes with the standards: “ T h e c o r e e ac h c l a s s i s s p o k e n l a n g u a g e, s o t h e b u l k o f c l a s s t i m e i s r e s e r v ed f o r a u d i t o r y c o m p r e h en s i b l e i n p u t —interesting, contextu alized Spanish so that the s t u d e n t s c a n u n d e r s t a n d . In t e r ac t i o n w i t h t h e t e a c h e r a n d w i t h o n e a n o t h e r i n t h e
language is what you will see almost every day.” It would also be nice if the applicant were aware of the 2010 ACTFL position statement regarding the use of the target language in the classroom, with a statement like this: “Students cannot acqu i re a language unless th ey hear it and negotiate meaning by interacting with r eal people. Most of the class time sh ould b e filled with u n d e r s t a n d ab l e t a r g et l a n g u e b y b o t h t e ac h e r a n d s t u d e n t s . A C T FL r e c o m m e n d s a t least 90% target language use at all levels. English s hou ld be used only min imally, even in levels I and II. Nearly exclu sive target language in levels 3- AP is a given.”
Reading is also a part of almost every class—even in Spanish I. In every lesson I incorporate the four language skills of speaking, listening, reading, writing, and culture, as well as the New (2009) Colorado Standards for Foreign Language, which correspond to the national standards defined by the American Council of Teachers of Foreign Languages (ACTFL): Communication, Cultures, Connections and Comparisons.
5. How did you learn another language? A good answer might be something like this: “In high school and at college, along with an extensive stay in a foreign country” We want native-like fluency, but natives do not always have the awareness of modern SLA theory, the ACTFL standards, or the empathy to deal with new language learners. Native speakers can be valuable teachers, but they should be questioned thoroughly to be sure that they do not adhere to a grammatical approach, which is commonly used in many countries in Latin America—this is changing quickly in Asia now, but it has not generally been picked up in the Americas or in Europe yet. “I grew up in a bilingual home”, I lived abroad”, “I s t u d i e d a b r o a d ” and “ I still travel frequently” are also good answers. “ I am still learning every day” is a great answer —self-aware and humble.
6. How do you maintain and increase your own language proficiency? A good answer might look like this: “ I m a i n t ai n i t b y s p e a k i n g t h e l a n g u a g e d a il y a n d b y r e ad i n g , a l s o b y c o r r e s p o n d i n g w i t h f a m i l y a n d f r i e n d s i n o t h e r c o u n t r i e s , a n d b y w a t c h i n g m o v i e s a n d t e l ev i s i o n i n the language. Speaking t he target language all day long every day in class also helps. ”
7. Should students with learning disabilities be included in world language classes? About the only acceptable answer will be somethi ng like this one: “ Y es, definitely. If it is taught pro perly, with inp ut-based method s and frequent c o m p r e h en s i o n c h e c k s , a l m o s t a n y o n e c a n l e a r n a f o r e i g n l a n g u a g e . S t u d e n t s w i t h learning di sabilities can have dram atic results in an acquis ition -based langu age class, because langu age acqui sition is mo re acous tical than intellectual. I have seen these stud ents have a lot of suc cess in language classes. They bring a lot to a class and I cons ider them assets rather than liabilities. ”
8. How do you include students with disabilities in your classroom? Specific accommodations for foreign language are what we are looking for: “ I look at the students’ IEP’s and acco mm odate wh ere needed. I run an interactive classroo m, so I frequently ask for respo nses and I look into th eir eyes to see if they really understand wh at I am saying.
I obs erve their behavior carefully and differentiate my instru ction to effectiv ely reach them. I give them preferential seating, like in the front o f the class, if they need it. I explain directions s lowly , clearly and in different ways. I do frequent com prehension c hecks . I a l s o g i v e th e m m o r e t i m e w i t h a s s i g n m e n t s i f t h e y n e ed i t . M a n y o f t h e s e te c h n i q u e s are just plain goo d teaching p ractice that I do w ith all students.”
9. How do you accommodate the various learning styles of students within a class? Specific techniques for oral language are valuable here. Something like: “ I u s e d i f f er e n t t e c h n i q u e s t o g i v e c o m p r e h e n s i b l e in p u t t o s t u d e n t s w i t h v i s u a l , auditory and kin esthetic learning styles such as gestu res, acting, role playing and drawing , as well as reading . As I get to kno w them , I begin to develop d ifferent expectations fro m different stu dents based on their ability. We can talk abou t the same material and all can con tribut e, but at different levels. This can be hand led with d i f f e ri n g d e g r e e s o f o r a l q u e s t i o n i n g r a n g i n g f r o m s i m p l e yes/no q u e s t i o n s t o conjectural “why?” q u e s t i o n s . ”
THIS SECTION CONTAINS GENERAL QUESTIONS THAT APPLY TO ANY SUBJECT AND SUITABLE ANSWERS WILL VARY. SAMPLE ANSWERS ARE INCLUDED AS IDEA GENERATORS. 10. Describe your preferred system of classroom management. Answers referring to proactive m ethods are good: “ I am p r o - ac t i v e i n m y c l a s s r o o m m a n ag e m e n t s t y l e a n d I t r y t o h e a d o f f p r o b l e m s b e f o r e th e y b e g i n . W h e n I am i n v o l v e d w i t h s t u d e n t s b y e n g a g i n g t h e m p e r s o n a l l y i n t h e c l a s s r o o m a n d s h o w i n g t h e m t h a t I c a r e, I f in d t h a t t h e r e a r e f ew e r p r o b l e m s t o b e g i n w i t h . ”
I would also like to hear: “ I u s e s o m e o f t h e i d e a s f r o m t h e b o o k T o o l s f o r T e a c h i n g b y F r e d J o n e s t o u s e p e er pressu re, bod y language, redirection, choices, de-escalation and rewards to direct c l a s s r o o m b e h a v i o r . ”
11. What inspired you become a teacher? I love the language. I have connections with the language. My family also took many vacations to Mexico as I was growing up. I took Spanish in high school and I loved the language but the Spanish program was weak. After three years of taking Spanish in high school, even though I got good grades, I couldn’t really speak the language. I wanted to try to see if I could find a better way to teach kids Spanish than what I experienced.
12. What do you like about our school? The staff, the students, the positive environment, the community involvement.
13. What are some of your strengths and weaknesses?
14. Was there one person that steered you into teaching? It was a combination of people in my life.
15. Where do you see yourself in five years? Working at a quality school, teaching in a program that is developing students that can speak the language at a high level.
Other questions:
