Exploring a Practice-Based Approach to Foreign Language Teacher Preparation: A Work in Progress Francis J. Troyan, Kristin J. Davin, and Richard Donato Abstract: This article describes the implementation of a practice-based approach to foreign language (FL) teacher preparation. After briefly framing the discussion in relation to the literature on the practice-based approach in teacher education – including Phase I of the American Council on the Teach- ing of Foreign Languages (ACTFL) Research Priorities – we present the imple- mentation and integration of this approach in the context of FL teacher preparation. The successes and challenges encountered throughout the imple- mentation experience are discussed, and recommendations are made for prac- tice-based course design in FL teacher preparation programs and for future research on the practice-based approach. Keywords: foreign language teacher preparation, high-leverage practices, practice-based approach, teaching methodology, teaching practicum Re ´sume ´: Cet article de ´crit l’exe ´cution d’une approche a ` la formation des en- seignants base ´e sur la pratique. Apre `s un re ´sume ´ de recherches pre ´ce ´ dentes – y compris la Phase I du projet « Research Priorities » de l’American Council on the Teaching of Foreign Languages (ACTFL) – l’application de cette approche dans la formation des enseignants de langues e ´trange `res est pre ´sente ´e. Fonde ´s sur cette e ´tude exploratoire, les re ´ussites et de ´fis de l’exe ´cution de cette ap- proche sont examine ´s. Dans la perspective de cette expe ´rience, des conseils sur le planning d’un cursus de pre ´paration des enseignants de langues e ´tran- ge `res base ´ sur la pratique sont propose ´s. Des directions de recherche futures sont sugge ´re ´es d’apre `s les re ´sultats de cet e ´tude. Mots cle ´s : formation des enseignants de langues e ´trange `res, pratiques pe ´da- gogiques a ` impact e ´leve ´, approche base ´e sur la pratique, me ´thodologie de l’enseignement, travaux pratiques d’enseignement The purpose of this article is to describe and examine the implementa- tion of a practice-based approach in foreign language (FL) teacher preparation. A practice-based approach differs from what may be called a “traditional approach” to pre-service teacher education by © 2013 The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 69, 2, (May / mai), 154–180 doi:10.3138/cmlr.1523