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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.


12 items found for "Language and cultural awareness"

Eaquals Framework for Language Teacher Training & Development
The Eaquals Framework is a compendium of descriptors of the knowledge and skills needed by foreign 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 Teaching and learning 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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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 Ukrainian Chinese Teaching and learning Reflection & self-assessment by the teacher Professional development Orientation: languages Language and cultural awareness

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

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

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Las competencias clave del profesorado de lenguas segundas y extranjeras
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 Teaching and learning Reflection & self-assessment by the teacher Professional development Orientation: languages Language and cultural awareness

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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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Canadian Language Portfolio for Teachers
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 Language and cultural competences and awareness Reflection & self-assessment by the teacher Orientation: languages Plurilingual/pluricultural development 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 Teaching and learning Language and cultural competences and awareness Plurilingual/pluricultural development Language and cultural competence Language and cultural awareness Democracy

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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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Référentiel de compétences des enseignants de Disciplines Non Linguistiques et de français des sections bilingues en Pologne
The instrument describes teacher competences for bilingual education, distinguishing between different teacher roles (language vs. subject teachers).

foreign language teaching bilingual teaching teaching of other subjects / teaching across the curriculum lower secondary upper secondary French content and language integrated learning language sensitive subject teaching Teaching and learning A holistic plurilingual & pluricultural perspective Professional development Orientation: languages Language and cultural awareness Democracy

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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 Teaching and learning A holistic plurilingual & pluricultural perspective Reflection & self-assessment by the teacher Professional development Orientation: languages Plurilingual/pluricultural development Capitalising on linguistic & cultural resources Language and cultural awareness 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.

6mtp TaC CLIL teaching of other subjects / teaching across the curriculum pre-primary primary lower secondary upper secondary English content and language integrated learning Teaching and learning Language and cultural competences and awareness Reflection & self-assessment by the teacher Professional development Orientation: other subjects Language and cultural competence Language and cultural awareness Democracy

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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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