I
n recent years, education reform has had a profound
impact on Kindergarten-Grade 12 {K-
12) foreign language teachers. In particular, one
significant change focuses on the mainstreaming
of at-risk learners into the foreign language
classes. While most foreign language teachers
have recognized this change as positive, many
educators are fearflil that they lack the knowledge,
skills, and necessary support to be successful
in the implementation of this refonn measure.
Specifically, foreign language teachers who have
had a history of teaching only the most motivated,
college-bound students are in a quandary as
to how to plan meaningful instruction to engage
at-risk learners