There are a number of exciting and important developments based on the profiles, including
The profiles have been further developed for an online platform which provides a self-assessment tool as well as other-assessment activities.
With the help of this self-assessment instrument, users can evaluate their own profession-related language competences. Users rate their performance of communication-oriented linguistic tasks relevant to teachers of foreign languages with the help of can do-descriptors. The tasks address six areas of competence (reading; listening; writing; spoken production; spoken interaction; strategies and language awareness) and five areas of activity (preparing lessons; conducting lessons; assessing, giving feedback and advising; establishing external contacts; learning and further training).
The following two examples in English and French show examples for self-assessment:
This database provides activities for the assessment of profession-related language competences. The commented tasks relate to different linguistic tasks from the profiles (https://www.phsg.ch/de/forschung/projekte/berufsspezifische-sprachkompetenzprofile-fuer-lehrpersonen-fuer-fremdsprachen) and address six areas of competence (reading; listening; writing; speaking production; speaking interaction; strategies and language awareness) and five areas of activity (preparing lessons; conducting lessons; assessing, giving feedback and advising; establishing external contacts; learning and further training).
The Competence Center monitors and coordinates various activities related to the profession-specific language competences, including research, development, in-service courses, counselling, and dissemination. If you are interested in piloting the profiles, please contact one of the project members.
For more information on the center’s competences and services and contact, please visit the website:
This framework was produced by the ECML (www.ecml.at/carap). Over the past few years, several researchers have been pooling their reflections on the teaching competences needed to implement pluralistic approaches, first informally* and then within the project that has resulted in this website. In January 2020 a new ECML project was launched, focusing on the development of scenarios for teacher education based on the identification of the teaching competences required to implement pluralistic approaches. These specific competences will be placed within the context of the taxonomy proposed here. This new project coordinated by Brigitte Gerber is entitled Developing teacher competences for pluralistic approaches – Training and reflection tools for teachers and teacher educators.
* See the following publications:
Andrade Ana Isabel, Martins Filomena & Pinho Ana Sofia (2019), Un Référentiel de compétences en didactique de l’intercompréhension – REFDIC, EL.LE, Vol. 8, no. 1, pp. 253-264.
Andrade Ana Isabel & Schröder-Sura Anna (2020), “Le recours au ‘Cadre de Référence pour les Approches Plurielles des langues et des cultures (CARAP)’ dans la formation des enseignants de langues : vers un référentiel spécifique de compétences des enseignants”, in Stéphanie Galligani & Monica Vlad, Didactique du plurilinguisme et formation des enseignants : contextes, dispositifs et perspectives, Le français dans le monde, Recherches et applications, No. 67, Clé international, Paris, p. 90-100.
Candelier Michel, De Carlo Maddalena (2018), “Les approches plurielles : des outils d’enseignement et de formation pour aider les enseignants à gérer l’hétérogénéité de la classe de langue“, in Elena Da Silva Akborisova & Louise Ouvrard, L'hétérogénéité dans la classe de langue : comment et pourquoi différencier ?, Archives contemporaines, Paris, p. 7-29.
This tool was developed by a project team of Eaquals member institutions for international use, and, following trialling, was launched in 2013. It provides detailed descriptors of the knowledge and skills required by teachers of foreign languages under five main headings: planning teaching and learning, teaching and supporting learning, assessment of learning, language, communication and culture, and the teacher as professional. It is used by teacher educators and managers of teachers mainly within the Eaquals network.
As more university language centres have become accredited by Eaquals or have links with the association, a subgroup began work on a version of the Eaquals Framework designed specifically for teachers working in the field of languages for academic purposes. The aim was to add to the Eaquals Framework a parallel set of descriptors that are specifically designed for teachers providing language training for students planning to undertake, or already undertaking, university level courses taught in another language. For example, universities in the UK and other English-speaking countries cater for large numbers of students from abroad, and increasing numbers of students travel to other countries, such as Germany, France, Italy and Romania, to undertake higher education in the national language. Moreover, in these countries and others such as Turkey, the Netherlands or Ukraine, several universities offer courses through the medium of English as well as in the national languages. Thus, the demand for teachers with the specific knowledge and skills to provide language support for such students has increased greatly.
The so-called ‘Languages for Academic Purposes’ (LAP) supplement to the Eaquals Framework has now been further developed by a specialist within Eaquals, Tony Prince, Academic Director of the Norwich Institute for Language Education (NILE). The descriptors are organised in the same categories as those in the Eaquals Framework and, as in this general Framework, they span three phases of development, starting with teachers new to teaching a language for academic purposes (development phase 1) and progressing to those who have already gained considerable experience in the field (phase 3). A small sample of the draft LAP Framework is provided below.
The sample above is one of the six sub-areas of the ‘teaching and supporting learning’ section of the LAP supplement to the Framework. Following finalisation of the draft version, the LAP supplement will be piloted in various university language centres and in other institutions providing this type of language support.
The EPG, also finalised in 2013, is a generic tool for language teacher self-assessment, whether carried out independently or in cooperation with their trainers or managers. It was funded under the European Union’s Lifelong Learning scheme and developed by a project team led by the Centre International d’Etudes Pédagogiques (CIEP) in France, and involving the Goethe Institut, Eaquals, Instituto Cervantes, Optima Bulgaria, and the British Council, among other partners. The EPG was originally produced in nine language versions and was awarded the European Language Label. Case studies of its use can be found here on the ECML website and at the bottom of this page on the Eaquals website. Since its launch, thanks mainly to the international work of the Goethe-Institut and Instituto Camões, four other languages have been added: Chinese, Portuguese, Georgian, and Ukrainian.
For greater flexibility and convenience, the EPG is designed to be used mainly online in the interactive e-Grid format. Three entry portals are provided: one for teachers wishing to do self-assessment, one for teacher educators, and one for managers of teachers, both of whom may wish to carry out parallel assessments of teachers’ competences to support their professional development. Italian and Turkish have recently been added to the four original languages of the interactive version. PDF versions of the EPG and its user guide in all 13 languages can also be found on the e-Grid website.