| In 2001, the National Board for Professional Teaching Standards released the Standards for World Languages Other than English. Between then and 2004, 561 teachers of foreign languages were National Board certificated, but low demand makes this certification area uncertain. German, Latin, and Japanese specialty areas within Early Adolescence through Young Adulthood have been eliminated, as well as the Early and Middle Childhood certification. This study investigated National Board certified teachers of World Languages Other than English certified between 2002 and 2004. It addressed the following research questions: (a) What are the demographic characteristics of National Board certified teachers of World Languages Other than English? (b) What is the profile of the schools and districts in which National Board certified teachers of World Languages Other than English teach? (c) What are the motivators for advanced certification among National Board certified teachers of World Languages Other than English? (d) What do National Board certified teachers of World Languages Other than English report about support mechanisms? A web-based survey was developed and distributed primarily through an email that contained the survey URL. The response rate for this study was 51.6 percent; 283 participants of the 548 teachers contacted completed the study survey. Responses were gathered using database programs and analyzed using SPSS, a statistical program. Results were used to discuss the characteristics of the sample and the environments in which they teach, as well as their motivations for National Board certification and resource usage. White females with over 18 years of teaching experience were found to make up a large number of participants. Over 20 percent reported not being active in professional organizations. Most participants taught at public schools with over 1000 students and over one half taught in districts with over 15,000 students and more than 10 National Board certified colleagues. Intrinsic motivations were found to be stronger than extrinsic motivations, and funding came primarily from state and personal resources. Implications for the World Languages Other than English certification area, professional organizations of language teachers, and the professionalization of language teachers in the United States are offered. |
