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    A guide to teacher competences for languages in education
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A guide to teacher competences for languages in education


INTRODUCTION
CATALOGUE OF INSTRUMENTS 
INSTRUMENTS
IN PRACTICE
EVOLVING INSTRUMENTS
COUNCIL OF EUROPE PRINCIPLES
TEACHER COMPETENCES - CONCLUSIONS

Catalogue of instruments

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.


16 items found for "Attention to learners’ individual needs"

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 Teaching and learning Attention to learners’ individual needs Professional development 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 Teaching and learning Attention to learners’ individual needs Professional development 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 Teaching and learning Attention to learners’ individual needs Professional development 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 Teaching and learning Attention to learners’ individual needs A holistic plurilingual & pluricultural perspective Professional development Orientation: other subjects Plurilingual/pluricultural development Capitalising on linguistic & cultural resources

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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 Teaching and learning Attention to learners’ individual needs Professional development Orientation: languages 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 Teaching and learning Attention to learners’ individual needs Language and cultural competences and awareness Reflection & self-assessment by the teacher Professional development Orientation: languages Language and cultural competence Language and cultural awareness

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Alfarådet - Description of Teachers’ Competence in initial and functional literacy for adults with non-Nordic mother tongues.
This framework describes the competence of a professional teacher of initial and functional literacy (reading and writing as social practices) to adults whose mother tongue is not a Nordic language.

foreign language teaching bilingual teaching adult education English Swedish Teaching and learning Attention to learners’ individual needs A holistic plurilingual & pluricultural perspective Professional development Orientation: languages Orientation: other subjects Plurilingual/pluricultural development Capitalising on linguistic & cultural resources Democracy

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Competence Map for Workplace Instructors
Key competences needed by instructors working in workplace environments

teaching of other subjects / teaching across the curriculum adult education English Russian Teaching and learning Attention to learners’ individual needs Reflection & self-assessment by the teacher Professional development Orientation: other subjects Finnish

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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 Teaching and learning Attention to learners’ individual needs Professional development Orientation: languages Orientation: other subjects

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Language sensitive teaching of so-called non-language subjects: 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 Teaching and learning Attention to learners’ individual needs Language and cultural competences and awareness Reflection & self-assessment by the teacher Professional development Orientation: languages Orientation: other subjects Language and cultural competence Language and cultural awareness

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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 Teaching and learning Attention to learners’ individual needs A holistic plurilingual & pluricultural perspective Reflection & self-assessment by the teacher Professional development Orientation: languages Orientation: other subjects Plurilingual/pluricultural development Capitalising on linguistic & cultural resources Language and cultural awareness

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InTASC Model Core Teaching Standards

The InTASC (Interstate Teacher Assessment and Support Consortium) standards are an American competence framework for the initial education and lifelong development of teachers of all subjects in obligatory school.

teaching of other subjects / teaching across the curriculum English Teaching and learning Attention to learners’ individual needs Professional development 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
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 Teaching and learning Attention to learners’ individual needs Reflection & self-assessment by the teacher Professional development Capitalising on linguistic & cultural resources 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 Teaching and learning Attention to learners’ individual needs Professional development Democracy

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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 Teaching and learning Attention to learners’ individual needs Reflection & self-assessment by the teacher Professional development Orientation: languages

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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 Attention to learners’ individual needs Orientation: other subjects

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  Find resources according to orientation for teacher education and development


  1. Orientation: other subjects = aimed at teachers concerned with the use of languages of schooling, including CLIL and the teaching of other subjects.
  2. Orientation: languages = aimed at teachers teaching foreign languages (e.g. French or Chinese in the UK) or the language of schooling.
  3. Teaching and learning = covers didactic skills, including those related to planning, materials development, testing, and knowledge of, for example, language acquisition and learning psychology.
  4. Professional development = 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.
  5. Reflection & self-assessment by the teacher = self-assessment by teachers of their own competence, attitudes, and reflection on their recent, future and long term development.
  6. Plurilingual and pluricultural development
    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.
  7. The teacher’s language and cultural competence and awareness
    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.
  8. Attention to learners’ individual needs = 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.).

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.

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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Frameworks, standards and documents included in the online guide

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