Language Teaching Competences

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Published in this series
Language Education Management
Language Teaching Competences
Richard Rossner
Language Course Management (forthcoming 2017)
Richard Rossner
Language Course Planning (forthcoming 2018)
Brian North, Mila Angelova, Elzbieta Jarosz, Richard Rossner
Language Teaching Competences

Richard Rossner

1
1
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The author and publisher are grateful to those who have given permission to reproduce the following
extracts and adaptations of copyright material: p.38 Descriptors for ‘Planning language teaching’ from
the Cambridge English Teaching Framework (Cambridge English, 2014), www.cambridgeenglish.org.
p.15 ‘Reflective practice model of professional educational development’ from Training Foreign
Language Teachers: A Reflective Approach (1991) by Michael Wallace, Cambridge University Press.
p.45 Extracts from ‘The BALEAP Competency Framework for Teachers of English for Academic
Purposes’, 2008 and the ‘BALEAP CPD Accreditation Scheme Handbook’, 2004. Reproduced by
permission of the Chair of BALEAp. p.9 Extract from The Language Teacher’s Development by Dr
Steve Mann (Centre for Applied Linguistics, University of Warwick). Reproduced by permission of the
author. p.29 Extracts from ‘European Portfolio for Student Teachers of Languages’ by David Newby et
al., http://archive/ecml.at/Council of Europe: © Council of Europe (ECML). Reproduced by
permission. p.43 Extract from ‘European Framework for CLIL Teacher Education’,
http://archive/ecml.at/Council of Europe: © Council of Europe (ECML). Reproduced by permission.
p.51 Extract from FREPA – A Framework of Reference for Pluralistic Approaches to Languages and
Cultures – Competencies and resources’, http://archive/ecml.at/Council of Europe: © Council of
Europe (ECML). Reproduced by permission. p.79 Definition of ‘Methodology’ from
www.oxforddictionaries.com. By permission of Oxford University Press, www.oup.com. p.140
Definition of ‘Competence’ from www.oxforddictionaries.com. By permission of Oxford University
Press, www.oup.com. p.15 ‘Training foreign language teachers: a reflective approach’ by M. J.
Wallace. Cambridge University Press. p.36 © 2011 Education Services Australia Limited as the legal
entity for the COAG Education Council (Education Council). Oxford University Press has reproduced
extracts of the Australian Institute for Teaching and School Leadership’s Australian Professional
Standards for Teachers in this publication with permission from the copyright owner. p.39 Extracts
from ‘Continuing Professional Development (CPD) Framework for Teachers’,
https://www.teachingenglish.org.uk/article/british-council-cpd-framework. Reproduced by permission
of the British Council. p.26 This material is taken from Michael Kelly and Michael Grenfell, European
Profile for Language Teacher Education: a Frame of Reference, A Report to the European Commission
Directorate General for Education and Culture, September 2004. Written with the assistance of Rebecca
Allan, Christine Kriza and William McEvoy. There are minor differences between the text of the
Report and the text of the summary version published by the University of Southampton (2004). Both
are available at: http://www.lang.soton.ac.uk/profile/
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CONTENTS

Acknowledgements

Introduction

PART ONE

1 Why this book?

Introduction
Diversity of contexts and challenges
How language teachers are made
The focus of this book
The role of Eaquals
Conclusion

2 Terminology and background

Introduction
Some basic terms
Key factors in teacher development
Competence
Reflection
Role of the institution and teachers in teacher development
Awareness-raising and consultation
Assessment and self-assessment
Conclusion
PART TWO

3 Competence frameworks
Introduction
Frameworks related to initial teacher education
The European Profile
The European portfolio for student teachers of languages
Frameworks for teachers in mainstream education
Other frameworks
General frameworks for teachers
Specialized frameworks for teachers
Conclusion

4 European Profiling Grid

Introduction
Origins of the EPG
Rationale and aims of the EPG project
The principles behind the EPG
Validation of the EPG
Field-testing with language teachers
Field-testing with managers and teacher trainers
Scope of the EPG
Coverage of the EPG
Using the e-Grid
The EPG in action
Conclusion

PART THREE

5 Training and qualifications

Introduction
Language proficiency
 Education and training
Assessed teaching
Teaching experience
Conclusion

6 Key teaching competences

Introduction
Methodology: knowledge and skills
Assessment
Lesson and course planning
Interaction management and monitoring
Conclusion

7 Enabling competences
Introduction
Intercultural competence
Language awareness
Using digital media
Conclusion

8 Professionalism
Introduction
Professional conduct
Administration
Conclusion

PART FOUR

9 Guidance on using the EPG: language teachers

Introduction
The EPG and teacher development
Practical benefits of self-assessment