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    Towards a Common European Framework of Reference for language teachers
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A Guide to teacher competences for languages in education

These are the results of the project "Towards a Common European Framework of Reference for language teachers"

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.


30 items found for "primary"

Eaquals Framework for Language Teacher Training & Development
The Eaquals Framework is a compendium of descriptors of the knowledge and skills needed by language teachers, covering aspects of planning, teaching, assessment competences, language, culture and professionalism.

foreign language teaching primary lower secondary upper secondary adult education higher education Language schools English CEFRLT: Teaching and learning CEFRLT: Language and cultural competences and awareness CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Language and cultural competence CEFRLT: Language and cultural awareness

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European Portfolio for Student Teachers of Languages (EPOSTL)
EPOSTL is a portfolio for the self-assessment of didactic competences of student foreign language teachers.

foreign language teaching primary lower secondary upper secondary adult education Language schools English French German Spanish Greek Hungarian Italian Lithuanian Romanian Russian Arabic Japanese content and language integrated learning CEFRLT: Teaching and learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Orientation: languages

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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

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The European Profiling Grid (EPG)
The EPG is a competence framework covering the main language teaching competences, enabling competencies (language proficiency, intercultural competence and language awareness), and professionalism.

foreign language teaching pre-primary primary lower secondary upper secondary adult education higher education Language schools English French German Greek Italian Bulgarian Georgian Dutch Portuguese Turkish Ukranian Chinese CEFRLT: Teaching and learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Language and cultural awareness

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Cambridge English Teaching Framework
The Framework is provided as a tool to enable teachers of English to assess and plan their own professional development, and relate this to Cambridge English’s qualifications for teachers of English and for English language.

foreign language teaching primary lower secondary upper secondary adult education higher education Language schools English CEFRLT: Teaching and learning CEFRLT: Language and cultural competences and awareness CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Language and cultural competence CEFRLT: Language and cultural awareness

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Teaching competences – Common Framework
A general framework of competences aimed at improving the training offered to teachers in Europe

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary Language schools English German Lithuanian Portuguese CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Professional development CEFRLT: Orientation: other subjects

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The Framework for Teaching Evaluation Instrument
A generic instrument for teacher evaluation based on Danielson’s original Framework for Teaching, and primarily designed for use in the United States. “The Framework for Teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. […] These responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.”

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: other subjects

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Kerncurriculum für die Ausbildung im Vorbereitungsdienst für Lehrämter
A detailed ‘spiral’ core curriculum for teacher education in North Rhine Westphalia (Germany), based around 6 key areas of competence

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary German CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Professional development CEFRLT: Orientation: other subjects

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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

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Katalog von Kompetenzbeschreibungen für die Grundausbildung von Lehrpersonen, die an der obligatorischen Schule Fremdsprachen unterrichten (Catalogue of competence descriptors for the initial education of foreign language teachers in obligatory schooling)
The framework describes the teacher competences and resources for the teaching of two foreign languages (French and English) in obligatory school (primary and lower secondary).

foreign language teaching primary lower secondary German CEFRLT: Teaching and learning CEFRLT: Orientation: languages CEFRLT: Plurilingual/pluricultural development

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Las competencias clave del profesorado de lenguas segundas y extranjeras (The key competences of second and foreign language teachers)
A common and coherent framework of reference describing the professional competences of teachers of Spanish as a second or foreign language in Cervantes Institutes all over the world, for the professional training / development of the teaching staff.

foreign language teaching primary lower secondary upper secondary adult education higher education Language schools Spanish CEFRLT: Teaching and learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Language and cultural awareness

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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

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World Languages Standards for teachers of students aged 3-18
An official set of standards covering 9 areas of competence including knowledge of students, the language, the culture, language acquisition, the learning environment, curriculum and planning, assessment, reflection and professionalism, which are designed to guide teachers working in the US national school education system.

foreign language teaching pre-primary primary lower secondary upper secondary English CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Language and cultural competences and awareness CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Language and cultural competence CEFRLT: Language and cultural awareness

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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

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Canadian Language Portfolio for Teachers
Portfolio canadien des langues pour les enseignants

The portfolio is a self-assessment tool for language teachers’ target language and intercultural competences.

pre-primary primary lower secondary upper secondary adult education Language schools English French CEFRLT: Language and cultural competences and awareness CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Orientation: languages CEFRLT: Plurilingual/pluricultural development CEFRLT: Language and cultural awareness

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Developing and assessing intercultural communicative competence: A guide for language teachers and teacher educators (ICCinTE)
The ICCinTE focuses on the development of intercultural communicative competence in teacher training and development.

foreign language teaching bilingual teaching pre-primary primary lower secondary upper secondary adult education higher education Language schools English French plurilingual and intercultural education CEFRLT: Teaching and learning CEFRLT: Language and cultural competences and awareness CEFRLT: Plurilingual/pluricultural development CEFRLT: Language and cultural competence CEFRLT: Language and cultural awareness CEFRLT: Democracy

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European Framework for CLIL Teacher Education
The European Framework for CLIL Teacher Education is focused on the competences necessary to teach content subjects and an additional language in an integrated manner.

bilingual teaching primary lower secondary upper secondary adult education higher education Language schools English French German Serbian CEFRLT: Teaching and learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Orientation: other subjects

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Handbook – Language in Content Instruction
This is a general guide to teaching CLIL, covering areas such as: learning language in content instruction, vocabulary learning and teaching, the role of grammar, teaching language skills, thinking skills, learning strategies, task-based instruction, and assessment in CLIL.

bilingual teaching primary lower secondary upper secondary adult education higher education Language schools English French German CEFRLT: Teaching and learning CEFRLT: Orientation: languages CEFRLT: Orientation: other subjects

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Language sensitive subject teaching: A checklist
An aid for personal reflection by teachers of all subjects about the language demands implicit in the different subjects and the extent to which these are taken into account in their teaching

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary adult education higher education Language schools English French German language sensitive subject teaching CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Language and cultural competences and awareness CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: languages CEFRLT: Orientation: other subjects CEFRLT: Language and cultural competence CEFRLT: Language and cultural awareness

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Profession-related language competences profiles for foreign language teachers
The framework describes the language competences needed for foreign language teaching.

foreign language teaching bilingual teaching primary lower secondary upper secondary adult education higher education Language schools English French German Italian CEFRLT: Language and cultural competences and awareness CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Orientation: languages CEFRLT: Language and cultural competence

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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

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Australian Professional Standards for Teachers
The “Australian Professional Standards for Teachers” is a generic national standard for school teachers’ initial training, professional development and career progression.

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English CEFRLT: Teaching and learning CEFRLT: Professional development CEFRLT: Orientation: other subjects

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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

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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

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Teachers’ Standards – UK
A list of general standards required of teachers of all subjects in the UK divided into two main sections: ‘teaching’ and ‘personal and professional conduct’

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English content and language integrated learning CEFRLT: Teaching and learning CEFRLT: Attention to learners’ individual needs CEFRLT: Professional development CEFRLT: Democracy

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Teaching: the Reflective Profession
A detailed list of competences including values,attitudes, knowledge and skills designed to encourage reflection in initial training and professional practice

TaC CLIL teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary English content and language integrated learning CEFRLT: Teaching and learning CEFRLT: Language and cultural competences and awareness CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: other subjects CEFRLT: Language and cultural competence CEFRLT: Language and cultural awareness CEFRLT: Democracy

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The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland
Two of the standards from the General Teaching Council for Scotland’s Professional Standards, namely ‘Standard for Provisional Registration’ and ‘Standard for Full Registration’ (legal requirement for any teacher teaching in a Scottish state school).

teaching of other subjects / teaching across the curriculum primary lower secondary upper secondary English content and language integrated learning CEFRLT: Reflection & self-assessment by the teacher CEFRLT: Professional development CEFRLT: Orientation: other subjects Scottish Gaelic

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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

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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

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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

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  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.

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