A Comparative Study On The Foreign Language Teacher Training Standards Between The European Union And The America

Under the tendency of economic and information globalization, foreign language education is no longer instrumentality-oriented training, but humanistic cultivation. In view of the America’s and the European Union’s advanced experience in foreign language education(especially the preservice foreign language teacher training), their rich international experience and their distinctive language environment respectively, the thesis systemically compares the America’s Program Standards for the Preparation of Foreign Language Teachers approved by CAEP(Council for the Accreditation of Educator Preparation) in 2013 and the European Union’s Profile for Language Teacher Education-A Frame of Reference in 2004, and tries to describe and extract the general image and the common standards from the western perspectives.The thesis has six chapters. The first chapter introduces the current situation and challenges of China’s pre-service foreign language teacher training, reviews the existing studies on the standards of pre-service foreign language teacher training, defines the core concepts and introduces the process and methods involved. The second chapter reviews the history of the America’s and the European Union’s foreign language teacher training and the development, analyzes the comparability. The third chapter analyzes B. Kumaravadivelu’s “KARDS” ability model of foreign language teacher(2012), identifies the comparative dimensions and the core elements of the America’s and the European Union’s foreign language teacher training standards. The fourth chapter compares the standards of pre-service foreign language teacher training between the America’s and the European Union’s in detail from four comparative dimensions: the form of standards, the content of standards, the value orientation of standards and the evaluation of standards. The fifth chapter presents the image of a foreign language teacher in the western perspective and gives the enlightenment to China’s English teacher training, hoping to provide the specific objectives and development plan for the group of China’s pre-service foreign language teacher, to provide a reference for the department of educational administration to formulate a more localized solution, to provide a social platform for dialogue for both the society and the object of education. The last chapter contains the conclusion and the limitation of this study.