This study, of primary interest to teacher-trainers and language program coordinators, examines the methodological training of preservice secondary foreign language teachers. Findings indicate that preservice foreign language methodological training is accomplished in a great variety of ways and that few courses address meeting the needs of diverse learners. There is also evidence that, while the Standards are recognized in theory as important to instruction, they are not being fully integrated into teaching practices.#All #Teachers and teaching #Curriculum #Substantialmention #All5Cs #Postsecondary #Teachers and teaching #JournalArticle