Foreign language teacher educators and the diffusion of educational innovations

This study investigated foreign language (FL) teacher educators in the Southeast US regarding their approach to educational innovations, particularly the ACTFL Proficiency Guidelines. A model was constructed based on diffusion of innovations research in order to develop a mail-out questionnaire. The Diffusion of Educational Innovations Model (DEIM) outlines key variables from antecedents and processes to consequences of adoption. Out of a possible total of 83, 60 valid returns were received (72.3%). About half of those who reported having obtained a doctorate were prepared in an education-related area; the others obtained theirs in a FL. Most reported working in a language department as opposed to a college of education. Most also reported consulting the following about innovations: work colleagues, professional contacts outside their area, the professional literature, and conferences. Preferred professional organizations include the state foreign language teaching association and ACTFL. Of all the ACTFL-sponsored innovations ACTFL, respondents were most familiar with the Guidelines, the majority having implemented and or promoted them. Most have integrated the Guidelines into the methods course and the assessment of FL majors and or teacher education candidates. According to respondents, the Guidelines have influenced the profession in their area. However, they appear skeptical of their impact on K--12 teaching due to constraints on teachers' ability to implement the Guidelines. Population base and innovativeness within the socio-organizational context failed to show meaningful differences as predicted by the DEIM. Also, respondents' views on proficiency-oriented instruction did not appear to be idiosyncratic as the model predicts for principles-based innovations. Respondents from Florida, the only state on record as mandating the Guidelines as a curriculum framework, were significantly lower than other states' with regard to in-service FL teachers and district FL supervisors. This contradicted a prediction in the model. The model was found to be correct in predicting that knowledge of an innovation is positively associated with adoption and implementation. Finally, FL teacher educators with more overall professional experience were less likely to test candidates for proficiency, suggesting that professional variables, as predicted by the model, appear to be related to adoption and implementation.