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About
PROJECT OVERVIEW
Teaching for communicative competence is the principal challenge facing foreign language teachers in California today. This approach signifies a major change in the teaching of languages, challenging teachers to improve their own linguistic competence and awareness of cultural norms in the target language. In addition, foreign language teachers in California must work to maintain the primary languages of many of their students, and to recognize and enhance the linguistic wealth of California's population.
The nine regional sites of the California Foreign Language Project (CFLP) addresses the challenge of promoting long-lasting reforms through a number of professional development programs which bring teachers together over time, expose them to the continuing developments in the field, and engage them in systematic, in-depth, and continuous experiences which promote the best instructional practices.
To facilitate the learning process, CFLP sites offer year-round professional development programs for teachers, including intensive Institutes in the summer and follow-up sessions during the school year. In addition, Colleague Collaboration/ Coaching and/or Leadership Development programs enable teachers to become more integrally and extensively involved in the reform process. It prepares them to assume leadership positions at their school sites, assisting with the planning of school-based professional development activities. The goal of all these efforts is preparing students to communicate competently in foreign languages.
Most CFLP programs operate year round in order to offer continuous support to participating teachers. CFLP regional centers base their program planning strategies on the teachers-teaching-teachers model. Each of the CFLP's centers and satellites has a local Leadership Team, composed of individuals who have demonstrated interest and leadership potential in designing and implementing professional development programs.
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