en  fr  de
  1. Home
  2.  > 
    Programme
  3.  > 
    Programme 2016-2019
  4.  > 
    Towards a Common European Framework of Reference for language teachers
  5.  > 
    Resources

Towards a Common European Framework of Reference for language teachers - under construction
Guide to resources

Resources

These pages contain one sentence descriptions of the various tools examined during the course of the project. Beside each description there is a visual representation relating the content of the tool to key dimensions. The aim of these spidergrams is to offer a visual profile of each instrument, e.g. for a quick initial comparison of different resources. The spidergram values are to be read from the centre of the visualisation.

Clicking on ‘view details’ enables the user to read more details about the purpose and contents of the tool, its origins and so on.

There are two ways of searching for relevant tools: you can use the matrix of topics/dimensions on the right to click on a specific area of interest, or/and you can narrow down your search using the filters listed below.

In the lower part of the main page a link can be found to brief descriptions of some important frameworks describing learner competences as well as various key Council of Europe and other background documents relevant to the issue of teacher competences. Last but not least, there are links to more detailed descriptions of the piloting and further development of a few existing resources in the context of this project.


13 items found for "language of schooling as a subject"

European Profile for Language Teacher Education
A framework for evaluating and enhancing the quality of initial teacher education courses for language teachers in Europe that focuses on knowledge and understanding (8 areas), strategies and skills (13 areas) and values (6 areas).

foreign language teaching language of schooling as a subject primary lower secondary upper secondary adult education higher education Language schools English CEFRLT: Teaching and learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages

View details

Edit

Continuing Professional Development (CPD) Framework for Teachers
The framework spans 12 professional practices relevant to all teachers, offering a way of conceptualizing professional development as an incremental process.

foreign language teaching language of schooling as a subject bilingual teaching primary lower secondary upper secondary adult education higher education Language schools English CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: A holistic plurilingual & pluricultural perspective CEFRLT: Professional development CEFRLT: Orientation: other subjects CEFRLT: Plurilingual/pluricultural development CEFRLT: Capitalising on linguistic & cultural resources

View details

Edit

National Framework for Languages (NFfL)
The framework contains language-related teacher competences for initial education in Scotland.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Orientation: other subjects

View details

Edit

Cadre commun d’objectifs : Evaluation du stage croisé à l’étranger Common reference framework (CRF)
A competence framework for foreign language teachers in primary school to accompany a four-week course/placement.

language of schooling as a subject primary lower secondary upper secondary Language schools English French CEFRLT: Teaching and learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Orientation: languages CEFRLT: Language and cultural competence

View details

Edit

Competency Framework for Teachers of English for Academic Purposes (EAP), and Teaching English for Academic Purposes - CPD Accreditation Scheme Handbook
The documents provide a description of competences needed by teachers of EAP, especially those working in the UK, as well as a scheme for enabling such teachers to gain a specialized qualification in EAP.

foreign language teaching language of schooling as a subject higher education English language sensitive subject teaching CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Orientation: other subjects

View details

Edit

European portfolio for pre-primary educators (PEPELINO)
A tool for personal reflection on professional competences for students who are embarking on initial training to become pre-primary educators, focusing on the plurilingual and intercultural dimension of work with pre-primary children.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum pre-primary English French German plurilingual and intercultural education CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: A holistic plurilingual & pluricultural perspective CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Orientation: other subjects CEFRLT: Plurilingual/pluricultural development CEFRLT: Capitalising on linguistic & cultural resources CEFRLT: Language and cultural awareness

View details

Edit

Framework of Teaching Competences for Intercomprehension (REFDIC)
REFDIC is a guide for designing, implementing and assessing teaching that focuses on intercomprehension as part of plurilingual education.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary adult education higher education Language schools English French Spanish Romanian plurilingual and intercultural education CEFRLT: Teaching and learning CEFRLT: A holistic plurilingual & pluricultural perspective CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Plurilingual/pluricultural development CEFRLT: Capitalising on linguistic & cultural resources CEFRLT: Language and cultural awareness CEFRLT: Democracy

View details

Edit

Perfil Geral de Desempenho Profissional do Educador de Infância e dos Professores dos Ensinos Básico e Secundário - Sistema Educativo Português
General Profile of Professional Competences - Teachers of Kindergarten, Basic and Secondary Schools - Portuguese Education System
Profil Général de Compétences Professionnelles des Enseignants de Maternelle et de l’Enseignement Basique et Secondaire - Système Educatif Portugais

The General Profile of Professional Competences, the general framework for Portuguese teachers, gives a global overview about teacher competences.

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary Portuguese CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Capitalising on linguistic & cultural resources CEFRLT: Democracy

View details

Edit

Specification of Professional Competences for all Teaching and other Posts in Education (France)
A set of standards listing the attitudes, knowledge and skills needed for the teaching of all subject and for the roles of other personnel in education and training in France

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary French CEFRLT: Teaching and learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: other subjects CEFRLT: Democracy

View details

Edit

The UK Professional Standards Framework for teaching and supporting learning in higher education
A framework to support the initial and continuing professional development of teachers in higher education.

foreign language teaching language of schooling as a subject teaching of other subjects / teaching across the curriculum higher education English CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages

View details

Edit

Basiskompetenzen Sprachliche Bildung für alle Lehrenden
The framework describes language-related competences relevant for the initial education of teachers of all subjects.

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary adult education higher education Language schools German CEFRLT: A holistic plurilingual & pluricultural perspective CEFRLT: Orientation: other subjects CEFRLT: Plurilingual/pluricultural development CEFRLT: Capitalising on linguistic & cultural resources

View details

Edit

EUCIM-TE = European Core Curriculum for Mainstreamed Second Language Teacher Education
The EUCIM-TE curriculum describes teacher competences of the inclusive learning of academic language, with a focus on immigrant pupils learning the language of schooling as a second language.

language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary adult education higher education Language schools English German language sensitive subject teaching CEFRLT: Attention to learners’ individual needs CEFRLT: Orientation: other subjects

View details

Edit

Speaking for Excellence
The framework describes language competences of teachers for certification in Canada, with a focus on the teachers’ different roles and the corresponding language functions.

foreign language teaching language of schooling as a subject bilingual teaching teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English CEFRLT: Orientation: other subjects CEFRLT: Language and cultural competence

View details

Edit

  Find resources according to orientation for teacher education and development

Click below to find out more about these orientations, and to search for resources where they feature prominently.

FOCUS ON LEARNERS FOCUS ON TEACHERS FOCUS ON TEACHING
Teaching and learning
The teacher’s language and cultural competence and awareness
Orientation: languages
Covers didactic skills, including those related to planning, materials development, testing, and knowledge of, for example, language acquisition and learning psychology.

One can distinguish two aspects regarding the teacher’s language and cultural competence and awareness: 
The teacher’s language and cultural competence
covers the teacher’s own ability to use the language(s) which, or in which, they are teaching, i.e. the target language(s) and/or the language(s) of schooling, and to work effectively as a teacher in the relevant cultural context(s).
The teacher’s language and cultural awareness covers the teacher’s understanding of how language and communication work, enabling them to plan lessons, analyse language difficulties, deal with learners’ errors and questions etc. This also includes their general linguistic and cultural knowledge and awareness.

The development of the teachers‘ language and cultural competence and awareness can be accompanied by more general educational aims: Development of a culture of democracy (human rights, social inclusion, democratic engagement) in teachers’ and students’ views, attitudes and educational pathways.
Aimed at teachers teaching foreign languages (e.g. French or Chinese in the UK) or the language of schooling. For a specific contribution of language teaching to education in general: Development of a culture of democracy (human rights, social inclusion, democratic engagement) in teachers’ and students’ views, attitudes and educational pathways.
Plurilingual and pluricultural development
Reflection & self-assessment by the teacher
Orientation: other subjects
One can distinguish two aspects regarding plurilingual and pluricultural development:
A holistic plurilingual & pluricultural perspective covers competences related to setting aims and managing learning activities that develop learners’ - as well as the teacher’s - pluricultural and plurilingual competences.
Capitalising on linguistic & cultural resources of the learner in the context covers competences needed for drawing on the diversity that students bring into the learning arena through their linguistic and cultural repertoires, and potentially the linguistic and cultural resources available in the location. Plurilingual and pluricultural development can be accompanied by more general educational aims: Development of a culture of democracy (human rights, social inclusion, democratic engagement) in teachers’ and students’ views, attitudes and educational pathways.
Self-assessment by teachers of their own competence, attitudes, and reflection on their recent, future and long term development.
Aimed at teachers concerned with the use of languages of schooling, including CLIL and the teaching of other subjects.
Attention to learners’ individual needs
Professional development
 
Covers competences relevant to taking account of and responding to individual learning needs of different kinds (to do with a language of origin, literacy, disability, learning style, pace of progress etc.).
Covers collegial and individual actions taken for professional, personal & institutional development, and any experiences and activities that are intended to, or do actually, contribute to the development of competences.

Piloting and further development of existing instruments

Click below to learn about the piloting and further development of specific instruments describing teacher competences:

Learner frameworks and key background documents

Here you find brief descriptions of important resources that that outline (language) learners’ competences, and key background documents.

View page