The document provides a framework for language teacher education in Europe called the "European Profile for Language Teacher Education". The profile outlines 40 items across four sections that could be included in teacher education programs to equip teachers with necessary skills and knowledge. The four sections are structure, knowledge and understanding, strategies and skills, and values. The profile is intended as a voluntary reference for policymakers and teacher educators to adapt to their programs, and provides a common framework for stakeholders across Europe.
WHAT IS A “EUROPEAN TEACHER?” A synthesis reportheiko.vogl
This document discusses competencies needed for a "European teacher" in the 21st century. It analyzes research from a group of European experts on skills and qualifications. The experts identified that a European teacher needs strong subject knowledge and teaching skills, as well as competencies like dealing with diversity, using technology, collaborating with others, and lifelong learning. Specifically, they noted European teachers should promote European citizenship, knowledge of other European education systems, multiculturalism, and language skills. The document discusses how developing a European identity, knowledge, and professional approach can help create a more cohesive European space in education.
The document outlines the continuous teacher training program in Catalonia, which includes various training activities, programs, and courses to help teachers improve their skills and career opportunities, with over 75,000 teachers participating in 2010-2011 across topics like ICT, foreign languages, and inclusive education. The training is designed and organized both centrally and decentralized at the area level to address local school and teacher needs.
This document provides a progress report for the FACE IT project between November 2007 and November 2008. The project aims to develop learning materials to train teachers to become "European teachers" with knowledge of different European education systems and skills in cultural diversity, citizenship, and teaching across borders. Key results include developing a framework and beginning to create course materials in four content areas around European diversity, cultural heritage, citizenship, and school concepts. The project involves collaboration between 11 teacher training institutes across 10 European countries plus Switzerland.
Unitalks, A Blended Learnign Platform for University Specific Foreign Languag...Farid Mokhtar Noriega
The objective of the UNITALKS project is to develop a blended e-learning solution for foreign language training adapted to the university environment and to careers in architecture and building construction. Based on the VoiceForum project, an Internet or Intranet based platform, the approach
aims to create an immersive task-based collaborative learning environment incorporating certain free software tools including a wiki repository where students and tutors can interactively and creatively enrich their learning community with new resources. UNITALKS is forward-looking in its recognition of the social as well as the technological dimension of an effective learning strategy and innovative in its approach to designing discipline-specific content tailored in a staged process to support maximum learner engagement and full operational ability in the professional context.
Project “Improving Quality & Accessibility in In-Service Trainings for teachers” (IQAIST)
General information and practical information regarding the training course
International Training course
Bologna, Italy, 25th – 31st of October 2015
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
WHAT IS A “EUROPEAN TEACHER?” A synthesis reportheiko.vogl
This document discusses competencies needed for a "European teacher" in the 21st century. It analyzes research from a group of European experts on skills and qualifications. The experts identified that a European teacher needs strong subject knowledge and teaching skills, as well as competencies like dealing with diversity, using technology, collaborating with others, and lifelong learning. Specifically, they noted European teachers should promote European citizenship, knowledge of other European education systems, multiculturalism, and language skills. The document discusses how developing a European identity, knowledge, and professional approach can help create a more cohesive European space in education.
The document outlines the continuous teacher training program in Catalonia, which includes various training activities, programs, and courses to help teachers improve their skills and career opportunities, with over 75,000 teachers participating in 2010-2011 across topics like ICT, foreign languages, and inclusive education. The training is designed and organized both centrally and decentralized at the area level to address local school and teacher needs.
This document provides a progress report for the FACE IT project between November 2007 and November 2008. The project aims to develop learning materials to train teachers to become "European teachers" with knowledge of different European education systems and skills in cultural diversity, citizenship, and teaching across borders. Key results include developing a framework and beginning to create course materials in four content areas around European diversity, cultural heritage, citizenship, and school concepts. The project involves collaboration between 11 teacher training institutes across 10 European countries plus Switzerland.
Unitalks, A Blended Learnign Platform for University Specific Foreign Languag...Farid Mokhtar Noriega
The objective of the UNITALKS project is to develop a blended e-learning solution for foreign language training adapted to the university environment and to careers in architecture and building construction. Based on the VoiceForum project, an Internet or Intranet based platform, the approach
aims to create an immersive task-based collaborative learning environment incorporating certain free software tools including a wiki repository where students and tutors can interactively and creatively enrich their learning community with new resources. UNITALKS is forward-looking in its recognition of the social as well as the technological dimension of an effective learning strategy and innovative in its approach to designing discipline-specific content tailored in a staged process to support maximum learner engagement and full operational ability in the professional context.
Project “Improving Quality & Accessibility in In-Service Trainings for teachers” (IQAIST)
General information and practical information regarding the training course
International Training course
Bologna, Italy, 25th – 31st of October 2015
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
The document describes the pilot training for an intergenerational learning project called eScouts. The project aims to develop digital skills in elderly adults through training led by youth volunteers.
The pilot training involves two modules: Module 2 trains facilitators to prepare youth volunteers to teach digital skills to seniors. Module 3 involves the youth volunteers conducting digital skills training for 70 senior adults each in their home countries.
The document provides details on the learning program design, activities, and timeline for Modules 2 and 3 of the youth training pilot. It explains how a common framework was developed and then adapted by each partner country to their local needs and context.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
Common European Framework of Reference for Languages : Learning, Teaching, As...Marcela Spezzapria
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER)
Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR)
Common European Framework of Reference for Languages : Learning, Teaching, Assessment (CEFR)
Quadro europeu comum de referência para as línguas : Aprendizagem, ensino, avaliação (QECR)
https://www.coe.int/fr/web/common-european-framework-reference-languages/home
Un instrument de référence pour la transparence et la cohérence
Résultat de deux décennies de recherches, le Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR) est, comme son nom l’indique, un cadre de référence. Il a été conçu dans l’objectif de fournir une base transparente, cohérente et aussi exhaustive que possible pour l’élaboration de programmes de langues, de lignes directrices pour les curriculums, de matériels d’enseignement et d’apprentissage, ainsi que pour l’évaluation des compétences en langues étrangères.
The document summarizes the Educa-T project which aims to develop a competence framework for teachers in higher education in Croatia. It discusses the rationale for improving teaching quality and outlines the project activities, including analyzing existing practices, holding workshops, and developing a national competence profile and curriculum framework. The profile defines competency areas and provides examples of knowledge, skills, and attitudes for mastery of academic discipline and application of new technologies. A three-module, 60 ECTS curriculum framework is also presented.
2000 16 Indicators For Quality On Educationuam.bulgaria
This document presents 16 quality indicators for evaluating school education systems across Europe. It was developed by a working committee of experts from 26 European countries based on a request from education ministers. The indicators cover 4 areas: student attainment levels, educational success and transition rates, monitoring of education quality, and education resources and structures. The goal is to establish benchmarks for comparing best practices and monitoring progress in improving school quality across Europe.
The Cambridge English: Preliminary (PET) qualification has been used since 2010 to motivate English language learning and improve career prospects for middle school students in Saxony, Germany. The exam was launched as part of an agreement between the Cultural Ministry of Saxony and the Cambridge English Test Centre in Leipzig. The goal was to encourage earlier acquisition of English skills and provide internationally recognized certification to help students' employment and education opportunities. Over 27 middle schools now offer the exam. It has been praised for giving students a recognized qualification and additional language support.
This curriculum vitae is for Maria Fernanda Costa, who is proposing to serve as a Senior Adviser for the education sector on a project. She has over 30 years of experience in education, including experience developing, managing, monitoring, and evaluating technical cooperation programs in Europe, Africa, and North America. Her expertise includes education policy development, project management, and technical skills across various areas of formal and non-formal education.
Latvia: Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Jolanta Kudina. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/
ICT and Education Lessons Learned from the LLP Peter Birch EDEN conferencePeter Birch
The document summarizes key activities and initiatives under the Lifelong Learning Programme between 2007-2013. It discusses the objectives and structure of the Programme, including its sectoral and transversal programs. Specifically, it outlines several projects funded by Key Activity 3 on ICT, which aimed to foster innovative ICT-based learning approaches. It also describes two projects selected under the 2012 European Cooperation in Education and Training call that focused on areas like creative classrooms and ePortfolios.
This document provides an overview of an ECML project called ConBaT+ that aims to integrate plurilingualism and culturalism into CLIL or Content and Language Integrated Learning. It discusses the challenges of plurilingualism and CLIL, defines CLIL, and outlines the rationale for CLIL and plurilingualism in Europe. It also reviews the status and developments of CLIL in countries like Ireland, discusses research on CLIL, and areas that require more research.
Presentation by Oronza Perniolla (Italy) at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
This document provides information about an interactive teaching training course titled "How to Teach Interactively?". The 7-day course will be held in Sofia, Bulgaria and aims to teach participants how to select and use interactive teaching methods for specific educational purposes. Participants will learn about interactive teaching systems, skills for creating interactive environments, methods using personal communication and technology, and how to plan interactive activities. The training will include lectures, presentations, group discussions, practical exercises and cultural activities. At the end, participants will evaluate the course and their ability to apply what they learned.
The National Bilingual Program in Colombia had five key actions: improving schools, education for innovation/competitiveness, lifelong education, inclusive participation, and modernizing the education sector. The program aimed to improve English language learning across Colombia by establishing common standards, developing teachers, increasing access to education, and making progress towards international proficiency levels. However, it faced challenges like low English levels, lack of resources, and ensuring quality education across diverse regions.
Report and evaluation of the Development of CLIL Programs in CataloniaNeus Lorenzo
Article conjunt de Neus Lorenzo i Inmaculada Piqué sobre els programes internacionals i de llengua estrangera a Catalunya. (2013). Universitat de Barcelona. Ref: https://www.raco.cat/index.php/TempsEducacio/article/view/274640/362671
The EPG project aimed to develop a standardized tool to support teacher development and quality in language education. It created a European Profiling Grid (EPG) with descriptors of teaching competencies across six levels. The EPG was validated through field testing in multiple languages and countries. It provides a framework for self-assessment, development of training programs, and quality assurance. Both an online and printable version were created to help teachers reflect and institutions benchmark and support staff. The EPG establishes common standards for language teaching while allowing flexibility to address local needs.
OHL Brasil held a conference call to discuss its 4Q08 earnings results. Key highlights included:
- 4Q08 revenue increased 16.3% to R$193.9 million compared to 4Q07. Adjusted EBITDA grew 21% to R$126.5 million.
- Toll traffic across state concessions grew 2.6% year-over-year. Toll collection began on 3 federal concessions.
- Net income for 4Q08 was R$46.4 million, up 112.4% from 4Q07, driven by higher revenues and lower financial expenses.
- Leverage ratio remained stable at 1.1x and debt costs were primarily linked to CDI rates.
Yellow API provides free, curated Canadian geolocation data and has over 2.5 million app downloads, moving beyond traditional yellow pages business listings. The document announces new widgets and RSS feeds for Yellow API and states that developers can create popular apps using the API and potentially earn payments from Yellow Media. It also invites questions from followers on social media.
The document summarizes Arteris' financial results for the fourth quarter and full year of 2012. It provides information on tolled traffic, toll tariffs, gross revenue composition, costs and expenses, and operational performance including adjusted EBITDA. Key highlights include a 3.9% increase in tolled traffic for 4Q12 compared to 4Q11 and a 6.7% increase in average toll tariff. Adjusted EBITDA was R$1,195 million for 2012 with a margin of 65.7%.
The document provides financial results and traffic data for OHL Brasil for the first quarter of 2010. Some key points:
- Total traffic increased 11.6% compared to the first quarter of 2009 across state concessions and 195.7% across federal concessions.
- Net revenue increased 54.4% overall compared to the first quarter of 2009 to R$336.5 million.
- EBITDA was R$202.9 million for the quarter, a 114.5% increase over the first quarter of 2009, with an EBITDA margin of 60.3%.
- Net income was R$56.4 million compared to a net loss in the prior year quarter, representing an
The document describes the pilot training for an intergenerational learning project called eScouts. The project aims to develop digital skills in elderly adults through training led by youth volunteers.
The pilot training involves two modules: Module 2 trains facilitators to prepare youth volunteers to teach digital skills to seniors. Module 3 involves the youth volunteers conducting digital skills training for 70 senior adults each in their home countries.
The document provides details on the learning program design, activities, and timeline for Modules 2 and 3 of the youth training pilot. It explains how a common framework was developed and then adapted by each partner country to their local needs and context.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
Common European Framework of Reference for Languages : Learning, Teaching, As...Marcela Spezzapria
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación (MCER)
Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR)
Common European Framework of Reference for Languages : Learning, Teaching, Assessment (CEFR)
Quadro europeu comum de referência para as línguas : Aprendizagem, ensino, avaliação (QECR)
https://www.coe.int/fr/web/common-european-framework-reference-languages/home
Un instrument de référence pour la transparence et la cohérence
Résultat de deux décennies de recherches, le Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR) est, comme son nom l’indique, un cadre de référence. Il a été conçu dans l’objectif de fournir une base transparente, cohérente et aussi exhaustive que possible pour l’élaboration de programmes de langues, de lignes directrices pour les curriculums, de matériels d’enseignement et d’apprentissage, ainsi que pour l’évaluation des compétences en langues étrangères.
The document summarizes the Educa-T project which aims to develop a competence framework for teachers in higher education in Croatia. It discusses the rationale for improving teaching quality and outlines the project activities, including analyzing existing practices, holding workshops, and developing a national competence profile and curriculum framework. The profile defines competency areas and provides examples of knowledge, skills, and attitudes for mastery of academic discipline and application of new technologies. A three-module, 60 ECTS curriculum framework is also presented.
2000 16 Indicators For Quality On Educationuam.bulgaria
This document presents 16 quality indicators for evaluating school education systems across Europe. It was developed by a working committee of experts from 26 European countries based on a request from education ministers. The indicators cover 4 areas: student attainment levels, educational success and transition rates, monitoring of education quality, and education resources and structures. The goal is to establish benchmarks for comparing best practices and monitoring progress in improving school quality across Europe.
The Cambridge English: Preliminary (PET) qualification has been used since 2010 to motivate English language learning and improve career prospects for middle school students in Saxony, Germany. The exam was launched as part of an agreement between the Cultural Ministry of Saxony and the Cambridge English Test Centre in Leipzig. The goal was to encourage earlier acquisition of English skills and provide internationally recognized certification to help students' employment and education opportunities. Over 27 middle schools now offer the exam. It has been praised for giving students a recognized qualification and additional language support.
This curriculum vitae is for Maria Fernanda Costa, who is proposing to serve as a Senior Adviser for the education sector on a project. She has over 30 years of experience in education, including experience developing, managing, monitoring, and evaluating technical cooperation programs in Europe, Africa, and North America. Her expertise includes education policy development, project management, and technical skills across various areas of formal and non-formal education.
Latvia: Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Jolanta Kudina. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/
ICT and Education Lessons Learned from the LLP Peter Birch EDEN conferencePeter Birch
The document summarizes key activities and initiatives under the Lifelong Learning Programme between 2007-2013. It discusses the objectives and structure of the Programme, including its sectoral and transversal programs. Specifically, it outlines several projects funded by Key Activity 3 on ICT, which aimed to foster innovative ICT-based learning approaches. It also describes two projects selected under the 2012 European Cooperation in Education and Training call that focused on areas like creative classrooms and ePortfolios.
This document provides an overview of an ECML project called ConBaT+ that aims to integrate plurilingualism and culturalism into CLIL or Content and Language Integrated Learning. It discusses the challenges of plurilingualism and CLIL, defines CLIL, and outlines the rationale for CLIL and plurilingualism in Europe. It also reviews the status and developments of CLIL in countries like Ireland, discusses research on CLIL, and areas that require more research.
Presentation by Oronza Perniolla (Italy) at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
This document provides information about an interactive teaching training course titled "How to Teach Interactively?". The 7-day course will be held in Sofia, Bulgaria and aims to teach participants how to select and use interactive teaching methods for specific educational purposes. Participants will learn about interactive teaching systems, skills for creating interactive environments, methods using personal communication and technology, and how to plan interactive activities. The training will include lectures, presentations, group discussions, practical exercises and cultural activities. At the end, participants will evaluate the course and their ability to apply what they learned.
The National Bilingual Program in Colombia had five key actions: improving schools, education for innovation/competitiveness, lifelong education, inclusive participation, and modernizing the education sector. The program aimed to improve English language learning across Colombia by establishing common standards, developing teachers, increasing access to education, and making progress towards international proficiency levels. However, it faced challenges like low English levels, lack of resources, and ensuring quality education across diverse regions.
Report and evaluation of the Development of CLIL Programs in CataloniaNeus Lorenzo
Article conjunt de Neus Lorenzo i Inmaculada Piqué sobre els programes internacionals i de llengua estrangera a Catalunya. (2013). Universitat de Barcelona. Ref: https://www.raco.cat/index.php/TempsEducacio/article/view/274640/362671
The EPG project aimed to develop a standardized tool to support teacher development and quality in language education. It created a European Profiling Grid (EPG) with descriptors of teaching competencies across six levels. The EPG was validated through field testing in multiple languages and countries. It provides a framework for self-assessment, development of training programs, and quality assurance. Both an online and printable version were created to help teachers reflect and institutions benchmark and support staff. The EPG establishes common standards for language teaching while allowing flexibility to address local needs.
OHL Brasil held a conference call to discuss its 4Q08 earnings results. Key highlights included:
- 4Q08 revenue increased 16.3% to R$193.9 million compared to 4Q07. Adjusted EBITDA grew 21% to R$126.5 million.
- Toll traffic across state concessions grew 2.6% year-over-year. Toll collection began on 3 federal concessions.
- Net income for 4Q08 was R$46.4 million, up 112.4% from 4Q07, driven by higher revenues and lower financial expenses.
- Leverage ratio remained stable at 1.1x and debt costs were primarily linked to CDI rates.
Yellow API provides free, curated Canadian geolocation data and has over 2.5 million app downloads, moving beyond traditional yellow pages business listings. The document announces new widgets and RSS feeds for Yellow API and states that developers can create popular apps using the API and potentially earn payments from Yellow Media. It also invites questions from followers on social media.
The document summarizes Arteris' financial results for the fourth quarter and full year of 2012. It provides information on tolled traffic, toll tariffs, gross revenue composition, costs and expenses, and operational performance including adjusted EBITDA. Key highlights include a 3.9% increase in tolled traffic for 4Q12 compared to 4Q11 and a 6.7% increase in average toll tariff. Adjusted EBITDA was R$1,195 million for 2012 with a margin of 65.7%.
The document provides financial results and traffic data for OHL Brasil for the first quarter of 2010. Some key points:
- Total traffic increased 11.6% compared to the first quarter of 2009 across state concessions and 195.7% across federal concessions.
- Net revenue increased 54.4% overall compared to the first quarter of 2009 to R$336.5 million.
- EBITDA was R$202.9 million for the quarter, a 114.5% increase over the first quarter of 2009, with an EBITDA margin of 60.3%.
- Net income was R$56.4 million compared to a net loss in the prior year quarter, representing an
The south african educational system has undergone many stages of transitions...nathinho
The document discusses the South African educational system and proposals for its improvement. It covers:
1) An overview of the current system which was divided during apartheid and the goals of reforming it to be equitable and high quality.
2) The importance of continuous teacher development and training on integrating information communication technologies (ICT) into teaching based on national and international standards.
3) How the author would design a teacher training module to address national guidelines and requirements by providing resources, learning outcomes, application activities, and self-reflection.
This slideshow accompanies my hour-long presentation at the NJECC Annual Conference on March 16, 2010 entitled “This is Not Your Grandmother’s Google”. The links to the resources referenced can be found at http://thumannresources.com/2010/03/15/njecc2010
This resource provides a guide and accompanying worksheets to help language teachers apply the Common European Framework of Reference for Languages (CEFR). The guide is divided into four sections that reflect the CEFR's approach: reflexivity and autonomy; plurilingualism; developing competence; and assessment. It emphasizes reflective practice and values teachers' expertise. The 100+ worksheets are meant to support teacher educators in exploring key CEFR concepts with teachers. The presenter finds the guide and kit highly engaging and accessible, clearly linking the CEFR to practical teaching applications. They provide a valuable resource for customizing teacher education based on specific goals.
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
The document outlines an English Essential Workshop program designed to enhance students' cohesive writing skills. The program will have three targeted student groups - excellent, intermediate, and weak - and provide modules focusing on writing fundamentals like content, grammar and vocabulary, applying vocabulary in writing, and incorporating knowledge and critical thinking. The excellent group's more advanced program involves online sessions exploring writing structures and intellectual mindsets. The intermediate group will have a shorter online session led by an external teacher. Weaker students will have on-site sessions with panel teachers. The total cost of the program is estimated to be RM1100. The goal is to help students strengthen their English proficiency and writing abilities to succeed in exams and career.
This document lists several courses being offered during the Spring 2019 term. They include:
- Content-based Instruction, which teaches English teachers how to lead courses integrating content and language learning.
- Integrating Critical Thinking Skills into the Exploration of Culture, which helps students develop intercultural skills through critical analysis of personal experiences and media.
- Professional Development for Teacher Trainers, which helps trainers develop effective methods for comprehensive teacher workshops.
- Teaching English to Young Learners, which introduces techniques for teaching language to children ages 7-12.
- Teaching Grammar Communicatively, which explores adapting grammar instruction to student needs.
- TESOL Methodology, which compares traditional and modern language teaching
TeachME - A PPT presentation of this educational international projectTeachME
This is a PPT presentation of the TeachME project, an international educational initiative funded by th Erasmus + Programme, which has created neuro-didactic based online tools for international students and for teachers, educators and facilitators of language courses, to increase the number of young people who want to learn other EU languages and to enhance their ability to command the host-country language.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in print and cursive, respond to poems and stories, and use nouns, verbs and other parts of speech correctly.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in neat print and cursive, respond to literary texts, and use nouns, verbs and other parts of speech correctly.
This document provides an overview of the English language curriculum for primary schools in Malaysia. It details the modular structure of the curriculum which includes Listening and Speaking, Reading, Writing, Language Arts, and Grammar modules. It describes the educational principles underpinning the curriculum, which focus on making learning fun, meaningful, and learner-centered. It also outlines several educational emphases that are infused into classroom lessons such as thinking skills, mastery learning, technology skills, and values education.
This document summarizes an in-service training program for 38 elite English teachers from Guangdong, China organized by the Chinese University of Hong Kong. The 3-week residential program aimed to help teachers develop their understanding of the latest English teaching methodologies and enhance their ability to apply theory to practice. The program included workshops on teaching approaches, school visits and classroom observations, curriculum development, and adapting teaching materials. Participants provided positive feedback and the program aimed to expand collaboration between Guangdong and Hong Kong teachers through developing an ongoing professional learning community.
ukas Bleichenbacher & Richard Rossner: Towards a Common European Framework fo...eaquals
This document summarizes a workshop that discussed a project towards developing a common European framework of reference for language teachers. The project aims to bridge gaps in existing frameworks of teacher competences by creating a user guide to competence frameworks, examples of how tools are used, an inventory of key language teaching competences, and examining the need for an overarching framework. Workshop activities discussed the guide to instruments, examples of practice, and draft models of teacher competences. The goal is to provide an overview of frameworks and their uses to help language teachers and educators.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
Tim Goodier: Implementing the new CEFR Companion Volumeeaquals
The document discusses implementing the CEFR Companion Volume with new descriptors into language teaching. It provides background on Eurocentres and its role in developing the Common European Framework of Reference (CEFR). It outlines an agenda covering disruption in 21st century language learning and the new areas described in the Companion Volume, including mediation, online interaction, and plurilingual/pluricultural competences. Examples of descriptors from these new areas are provided, and it discusses how the descriptors can be elaborated into curriculum, with the goal of building a developmental community of practice around implementing the Companion Volume.
This document outlines standards for in-service English teachers in Ecuador. It is organized into 5 domains: 1) Language, 2) Culture, 3) Curriculum Development, 4) Assessment, and 5) Professionalism and Ethics. Domain 1 includes standards related to the structure of English, language acquisition theories, and language development. Domain 2 covers understanding culture and how it impacts learning. Domain 3 addresses planning, implementing, and managing standards-based English instruction, including choosing resources and technology. Domain 4 involves assessing English language learning. Domain 5 encompasses professional development and ethics. The document provides these standards to guide English teachers in Ecuador.
ICT Supported Teacher Training in Ireland: the SPÉIS projectAlan Bruce
The Spéis project aims to provide an e-supported teacher placement and portfolio system for College of Ireland Education (CICE) in Ireland. It developed an online Context Learning Environment (CLE) platform to facilitate supervision of student teachers on remote placements through digital tools for communication, administration, and evaluation. A pilot program tested the CLE platform, collecting feedback to improve the system before full implementation. The Spéis portfolio supports the teaching of Irish by integrating the language and allowing communication/engagement in Irish. It also links to related EU projects like LANGO and NELLIP concerning language learning technologies and quality initiatives. The digital portfolio aims to help student teachers begin the reflective practice necessary for their development by gathering evidence of growth over
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
This document outlines the course description, learning outcomes, content, and policies for a 3-unit graduate course on Literature-based English Language Teaching. The course will train students on strategies for integrating the teaching of language skills through literature and demonstrate how to create engaging lessons combining literary appreciation and language learning. Students will develop research, teaching, and assessment skills through assignments including presentations, lesson plans, and a midterm exam.
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
The document summarizes plans for a trip to Mexico City, Mexico from March 1st to March 7th. It details the flight itinerary from Nashville to Mexico City with a layover in San Antonio, as well as flight details for the return trip. Accommodations will be for 6 nights at the Marquis Reforma Hotel & Spa in Mexico City for a total cost of $1,944.96. Background information on Mexico's climate, culture, and staple foods is also provided. Finally, several suggested websites for learning more about Mexico are listed.
United Airlines will provide round-trip flights from Nashville to Caracas, Venezuela for $703 with a stop in Houston. The group will stay at the five-star Pestana Caracas Hotel in the capital city. Venezuela uses the bolivar as currency, where one bolivar is equivalent to $0.16 USD. Popular local foods include corn, rice, empanadas, bistec a caballo, and bollo pelon. Some top tourist destinations are Los Llanos grasslands and the coastal town of Choroni. Venezuela has a diverse culture influenced by its native people, Spanish and African colonists, and European and neighboring immigrants.
Uruguay has a population of around 3.4 million people, with Montevideo as its capital city. Spanish is the official language. Some key facts about Uruguay include its flag featuring blue and white horizontal stripes and a yellow sun, common foods like grilled beef and chivito sandwiches, and Carnival celebrations held annually between mid-January and late February. Uruguay also has a primarily Spanish-influenced culture and was founded as a constitutional republic modeled after the United States.
It takes around 29 hours to fly to Lima, Peru for around $1,601 per flight. The Belmond Miraflores Park hotel offers rooms from $371 with amenities like a pool, spa, and breakfast. Peru's climate varies from 86 degrees F in the north to 46 degrees in the central and southern regions. Machu Picchu is Peru's most visited attraction and South America's most famous ruins. Ceviche is a popular Peruvian dish found in most restaurants. Peru was founded in 1821, has a population of 30.97 million, and its capital and largest city is Lima.
- Il Volo is a teenage Italian boy band known for their "operatic pop" style of music that blends opera and pop. They gained fame after performing on American Idol.
- The band is made up of Piero, Ignazio, and Gianluca, who met on an Italian talent show. Their debut album includes songs in Italian, Spanish, and English.
- Il Volo hopes to share their love of music with people of all ages around the world. They are currently learning Chinese in order to expand their fanbase.
Este documento presenta las instrucciones para la aplicación de una prueba nacional de inglés para estudiantes de 2do y 3er año de bachillerato en Uruguay. La prueba busca asegurar la igualdad de oportunidades para todos los estudiantes independientemente de si asisten a escuelas públicas o privadas. La prueba consta de una parte escrita de 120 minutos y una parte oral de hasta 15 minutos para cada estudiante. Los resultados se enviarán a las autoridades educativas para analizarlos y mejorar la enseñanza del inglés en
The document provides strategies for accelerating academic learning for English learners. It discusses identifying students' academic needs, describing an instructional model, and identifying learning strategies. Academic needs include developing vocabulary, reading to acquire information, understanding oral presentations, participating in discussions, and writing to communicate knowledge. The document also discusses the role of academic content, input texts, the teacher's role, thinking strategies, metacognitive strategies, and assessing student writing.
El documento propone cuatro líneas de trabajo para mejorar la educación: 1) promover el trabajo interdisciplinario, 2) enfocarse en las competencias, 3) atender los diferentes estilos de aprendizaje, y 4) fomentar el desarrollo profesional de los docentes. También discute conceptos como competencias, trabajo interdisciplinario y taxonomía de Bloom, y ofrece ideas para mejorar las prácticas docentes actuales centrándose más en los estudiantes.
This document contains an answer key for an English proficiency test for 3rd year high school students in February 2014. It covers 7 sections testing reading comprehension, vocabulary, writing, and other language skills. Section I asks comprehension questions about a passage. Section II fills in blanks in a new passage. Section III matches technology terms. Section IV is an opinion essay using 3 terms from Section III. Section V completes sentences about a text. Section VI matches personal details to CV sections. Section VII is a formal email to apply for a program using 4 terms from Section VI. The test assesses a range of English skills at a high school level.
Graham Short, a micro-engraver, marked Facebook's 10th anniversary by engraving Mark Zuckerberg's famous quote on a 3mm letter F. It took Short 300 hours of work over 6 days a week for 3 months to complete the tiny engraving in gold, which is only visible through a powerful magnifying glass at 7 microns in size. Short took extreme precautions like scheduling botox injections and working at night to avoid vibrations that could ruin his delicate work. He hopes Zuckerberg or Facebook will see his unique tribute honoring the company's global success starting from a small idea.
The document is a practice test for an English advancement exam for 2nd year high school students in Uruguay. It covers several topics related to eating disorders, health, technology, and contains multiple choice questions and short answer questions to test reading comprehension and writing ability. The test addresses eating disorders like anorexia, bulimia, and binge eating. It asks students to classify vocabulary into categories of eating disorder types and healthy/unhealthy foods. It also contains questions about technology and asks students to write a blog entry describing useful and less useful technological gadgets.
This document appears to be an exam for a high school English proficiency test. It contains multiple choice questions and short answer questions testing reading comprehension and vocabulary related to topics including eating disorders, science and technology museums, and technological gadgets. The exam addresses various types of eating disorders like anorexia, bulimia, binge eating and their causes and effects. It also includes information about upcoming events at a science and technology museum and the work of the museum's curator to improve its financial situation and collection.
El documento describe la ceremonia de entrega de diplomas de acreditación de inglés del Liceo No 35 IAVA en diciembre de 2012. La ceremonia incluyó discursos de la consejera Laura Motta y la inspectora Shirley Romano, canciones en inglés de un ex alumno, y la entrega de diplomas a los estudiantes por parte de sus profesores y una comisión evaluadora. Al final del evento, los asistentes celebraron los logros de los estudiantes y se despidieron hasta el próximo año.
El documento proporciona información sobre cuándo y a quién se debe presentar un currículum diferencial de inglés, las pruebas de adelanto que se realizan para estudiantes con estudios privados superiores, los requisitos de documentación para los profesores, el régimen de tolerancia para estudiantes con necesidades especiales, y los contactos de la Inspección de Inglés.
Este documento presenta un diagnóstico en inglés para estudiantes de primer año. Contiene tres secciones: encontrar 10 palabras en inglés en una cuadrícula, leer un texto de presentación y responder preguntas sobre el texto.
Este documento presenta un diagnóstico en inglés para estudiantes de primer año. Contiene tres secciones: 1) Encontrar 10 palabras en inglés en una cuadrícula, 2) Leer un texto breve de presentación personal, y 3) Contestar 3 preguntas sobre el texto subrayando la información relevante. Al final evalúa el nivel de acercamiento del estudiante a la lengua inglesa.
El documento presenta la agenda de una reunión de profesores de inglés. La agenda incluye una introducción, ejercicios de dinámicas grupales, el plan de acción y énfasis para el año, objetivos para los estudiantes, pruebas diagnósticas, nuevos formatos de exámenes, perfiles de egreso por nivel, y unidades temáticas. El objetivo principal es mejorar las prácticas de enseñanza para ayudar a los estudiantes a desarrollar sus habilidades en inglés, con un énfasis en el
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. European Profile for
Language Teacher
Education
A Frame of Reference
Michael Kelly and Michael Grenfell
University of Southampton
Education and Culture
2. European Profile for
Language Teacher Education
A Frame of Reference
Contents
Introduction 3
Using the Profile 3
Structure 5
1. A curriculum that integrates academic study and the practical experience of teaching
2. The flexible and modular delivery of initial and in-service education
3. An explicit framework for teaching practice (stage/practicum)
4. Working with a mentor and understanding the value of mentoring
5. Experience of an intercultural and multicultural environment
6. Participation in links with partners abroad, including visits, exchanges or ICT links
7. A period of work or study in a country or countries where the trainee’s foreign language is spoken
as native
8. The opportunity to observe or participate in teaching in more than one country
9. A European-level evaluation framework for initial and in-service teacher education programmes,
enabling accreditation and mobility
10. Continuous improvement of teaching skills as part of in-service education
11. Ongoing education for teacher educators
12. Training for school-based mentors in how to mentor
13. Close links between trainees who are being educated to teach different languages
Knowledge and Understanding 18
14. Training in language teaching methodologies, and in state-of-the-art classroom techniques and
activities
15. Training in the development of a critical and enquiring approach to teaching and learning
16. Initial teacher education that includes a course in language proficiency and assess trainees’ linguistic
competence
European Profile for Language Teacher Education - A Frame of Reference 1
3. 17. Training in information and communication technology for pedagogical use in the classroom
18. Training in information and communication technology for personal planning, organisation and
resource discovery
19. Training in the application of various assessment procedures and ways of recording learners’
progress
20. Training in the critical evaluation of nationally or regionally adopted curricula in terms of aims,
objectives and outcomes
21. Training in the theory and practice of internal and external programme evaluation
Strategies and Skills 26
22. Training in ways of adapting teaching approaches to the educational context and individual needs of
learners
23. Training in the critical evaluation, development and practical application of teaching materials and
resources
24. Training in methods of learning to learn
25. Training in the development of reflective practice and self-evaluation
26. Training in the development of independent language learning strategies
27. Training in ways of maintaining and enhancing ongoing personal language competence
28. Training in the practical application of curricula and syllabuses
29. Training in peer observation and peer review
30. Training in developing relationships with educational institutions in appropriate countries
31. Training in action research
32. Training in incorporating research into teaching
33. Training in Content and Language Integrated Learning (CLIL)
34. Training in the use of the European Language Portfolio for self-evaluation
Values 39
35. Training in social and cultural values
36. Training in the diversity of languages and cultures
37. Training in the importance of teaching and learning about foreign languages and cultures
38. Training in teaching European citizenship
39. Training in team-working, collaboration and networking, inside and outside the immediate school
context
40. Training in the importance of life-long learning
Further Information 45
2 European Profile for Language Teacher Education - A Frame of Reference
4. European Profile for
Language Teacher Education
A Frame of Reference
Introduction
This brochure offers a comprehensive guide to ‘The European Profile for Language Teacher Education - A
Frame of Reference’. It outlines each item in full and presents a number of strategies for its implementation
and practical application.
The Profile was developed by a team at the University of Southampton, UK, led by Professor Michael Kelly
and Dr. Michael Grenfell, supported by the European Commission. It was developed in consultation with a
group of international teacher educators and draws its findings from a range of teacher education
programmes currently in operation across Europe.
The Profile builds on the conclusions of an earlier report, ‘The Training of Teachers of a Foreign Language:
Developments in Europe’, which examined the current provision of language teacher education over 32
countries and found that there was scope to develop a shared understanding and shared terminology in this
arena.
The Profile presents a toolkit of 40 items which could be included in a teacher education programme to
equip language teachers with the necessary skills and knowledge, as well as other professional competencies,
to enhance their professional development and to lead to greater transparency and portability of
qualifications.
Using the Profile
The Profile’s Scope
It is important to note that the Profile is not designed as a mandatory set of rules and regulations for
language teacher education. In order to take account of the rich diversity of language teacher education
programmes already offered in Europe, the Profile has been designed as a voluntary frame of reference that
policy makers and language teacher educators will be able to adapt to their existing programmes and needs.
The Profile can be used as a checklist for institutions with longstanding strengths in language teacher
education, and as a reference document providing guidance to institutions with plans to improve their
language teacher education programmes.
European Profile for Language Teacher Education - A Frame of Reference 3
5. European Political context
Since 2000, the European Union has increased attempts to improve language teaching and learning.The
European Year of Languages in 2001 showed how language learning could be promoted at a European and
national level. In 2002, the Barcelona meeting of the European Council proposed that European citizens
should be taught at least two foreign languages, besides their mother-tongue, from an early age.
The education of foreign language teachers is of increasing importance because of their key role in improving
foreign language learning and awakening learners’ interest in languages. Language teachers play a major part in
achieving the European Union’s objective that all EU citizens should have linguistic competence in their own
mother tongue and two other languages.
Who will use the Profile?
The Profile is designed as a resource for European, national and institutional policy makers in the field of
teacher education. It also addresses teacher educators who want to introduce trainee teachers to some of
the European initiatives in language teacher education.
The Profile provides a common frame of reference for its stakeholders across Europe, whether they specialise
in primary, secondary, or adult learning. It contains information of value to teacher educators involved in initial
and in-service education, especially in the areas of mentoring, exchanges and international cooperation.
In addition, the Profile is a flexible framework for language trainee teachers and language teachers themselves,
since it deals with independent learning strategies, life-long learning and new learning environments.The
Profile is built on the conviction that language teacher education is a life-long process that should occur both
inside and outside organised teaching and learning contexts.
Organisation of the Profile
The Profile contains 40 items describing important elements in foreign language teacher education in Europe.
The Profile is divided into four sections: Structure, Knowledge and Understanding, Strategies and Skills, and
Values.
Structure Strategies and Skills
This section contains items describing the different This section contains items relating to what
constituent parts of language teacher education trainee language teachers should know how to do
and indicates how they could be organised. in teaching and learning situations as teaching
professionals as a result of their initial and in-
Knowledge and Understanding service teacher education.
This section contains items relating to what trainee
language teachers should know and understand Values
about teaching and learning languages as a result This section contains items relating to the values
of their initial and in-service teacher education. that trainee language teachers should be taught to
promote in and through their language teaching.
These four sections should be viewed holistically as the composite parts of teacher education.Teacher
education is a multi-faceted, multi-disciplinary activity which is reflected in the divisions of the Profile.The
sections interact to form a comprehensive guide to language teacher education programmes in the 21st
century.
4 European Profile for Language Teacher Education - A Frame of Reference
6. Structure
1. A curriculum that integrates academic study and the practical experience
of teaching
During language teacher education, the practical experience of teaching in the classroom
and the academic study of pedagogical theory and the subject area are to be treated
holistically as they interact with one another.
Language education should be seen as Awareness of the factors that promote or inhibit
multidisciplinary and interdisciplinary with a language acquisition allows trainee teachers to
complex range of theories behind different teaching teach creatively and flexibly, designing learning
approaches. situations relevant to the learning context.
Theory can be usefully divided into the categories of In relation to education theories, areas dealing with
‘knowledge’ and ‘skills’. Knowledge refers to linguistic and cognitive dimensions can be
academic knowledge about the language discipline taught alongside the humanistic and affective
and teacher education (historically and implications of real learning situations.Trainee
comparatively); skills relate to the social and teachers can synthesise these areas through peer
professional context in which practical teaching takes observation and self-evaluation.
place and the professional competences needed to
teach effectively. Close cooperation between foreign languages
departments, teacher education units and schools is
crucial in achieving the integration of academic
subject and practical experience.
Strategies for Implementation and Application
æ The course is designed in such a way that all theory is related in some way to what the trainee will see
or do in the classroom.
æ Trainees should read theory and then recognise it working in practice, either through peer observation
or through teacher observation.
æ Trainees are able to demonstrate an understanding and evaluation of the theoretical part of their
education.
æ Through action research tasks or similar, trainees are able to apply the theory to their teaching and then
assess it.
æ Teacher educators need direct contact with classroom-based practice.
æ Academic study of pedagogy and teaching practice need equal status.
æ Trainees need to see the link between the two.
European Profile for Language Teacher Education - A Frame of Reference 5
7. 2. The flexible and modular delivery of initial and in-service education
The flexible delivery and modular organisation of education programmes make them more
accessible, so that they can be followed alongside other working and personal
commitments.
The overall aims of flexible and modular delivery There should be a number of different entry
are to attract a diverse range of trainees into times into teacher education programmes to
language teaching, to adapt to different lifestyles allow teachers to be recruited throughout the year
and financial factors and to promote the use of and to work during holiday periods. Modules
new learning environments and life-long learning should be completed according to the time frame
strategies. decided at the beginning of the programme.
In a changing educational climate, and with a
European emphasis on mobility, flexible and
modular courses are important ways to attract new
trainees into teaching and to allow them to keep
track of their courses while they are away from the
institution.
Strategies for Implementation and Application
æ Courses are available to trainees online, allowing virtual teaching and feedback. Courses online do not
replace contact teaching but supplement it.
æ Trainees can begin courses at several points throughout the academic year.
æ Trainees are able to undertake their teaching practice in a range of schools, fitting with their personal
commitments.
æ Trainees are able to fulfil some of their teaching practice requirements in institutions abroad or local
bilingual schools.
æ Trainees are able to use new learning environments as part of their education and this is a recognised
part of their study.
æ Tutors must keep track of their trainees’ progress since they begin their courses at different points
throughout the year.
æ Modular and flexible delivery may leave trainees without the same degree of interaction with peers as
traditional course delivery.This means that peer observation and review, team-teaching and networking
must be highly organised.
æ Since school-based practice may be more feasible at certain times of the year the modular organisation
of teaching programmes needs to take this into account.
6 European Profile for Language Teacher Education - A Frame of Reference
8. 3. An explicit framework for teaching practice (stage/practicum)
Trainee teachers are given a specific set of guidelines to organise their practical experience
in schools which includes advice on how to monitor and reflect on their experience.
Trainee teachers benefit from being aware of what Institutions may employ a written contract
the expectations, obligations and outcomes signed by the trainee teacher, the school they are
of their school-based teaching practice are. It is working in and their educational institution.This is
valuable for trainee teachers to know what their an option when there are particular legal issues that
rights are and what to do if they encounter need to be clarified for the parties involved.
problems or difficulties during this period.
Trainee teachers receive structured feedback
It is important for trainee teachers to receive on their school-based experience both from the
guidelines and feedback on their school-based school (in particular their mentors) and from their
experience. Mentors and teacher educators own educational institution.
are central to this process, and cooperation
between them is crucial.
Strategies for Implementation and Application
æ Institutions provide trainees with written guidelines outlining how their teaching practice will be
organised.
æ Mentors are fully briefed and trained and understand the expectations of both the trainee and the
educational institution.
æ Trainees, likewise, are fully aware of what is expected of them in terms of what they achieve in the
classroom and what subsequent papers or diaries need to be produced.
æ Teaching practice is monitored by the trainee’s institution through regular contact with the trainee and
his/her mentor.
æ Trainees keep a teaching practice diary or log recording their experiences. Mentors and tutors help
trainees compile this document.
æ Any problems with either the trainee or the school are foreseen and dealt with before they become an
issue.
æ Feedback from tutors and mentors is constructive and sensitive.
European Profile for Language Teacher Education - A Frame of Reference 7
9. 4. Working with a mentor and understanding the value of mentoring
Mentors advise trainees and offer guidance about all aspects of teaching and learning.They
perform a valuable role in supporting the trainee through the school-based experience and
helping them make the transition from trainee to qualified teacher.
Trainee teachers are able to develop a friendly, Mentors should be involved in the work of the
flexible and professional relationship with departments of education at universities.This
mentors built on trust, openness and mutual respect. enhances the quality of their mentoring.
Mentors are willing to commit themselves to Mentor training could take the form of a
observing classes given by trainee teachers, offering postgraduate degree or qualification
them extensive feedback on their progress, and (accredited at European level if possible). Specific
liaising with the trainee teacher’s educational training to achieve this qualification might link
institution. school-based activities (coordination of other
foreign language teachers, team-working, coordination
Mentoring serves as vital link between schools and of action research, creation of teaching materials,
educational institutes and between theory and syllabus design and so on) with theoretical
practice. reflection and research areas related to pedagogy
or the academic subject.
Mentors require support and training on
managing the professional development of the
trainee.
Strategies for Implementation and Application
æ Each trainee is assigned a mentor for the duration of the teaching practice.
æ Mentors are fully briefed by the university and understand what expectations the university and the
trainee will have of them.
æ Equally the trainees fully understand the role of their mentor during the school experience.
æ During the teaching practice, mentors complete a number of tasks and responsibilities with the trainees
such as observing them teaching, giving them feedback, checking over their lesson plans and offering
general pastoral support.
æ Mentors should be offered a reduced workload or teaching load in order to allow them to perform
their mentoring duties properly.
æ Trainees and mentors are often from a different generation. Measures must be taken to avoid problems
which can arise concerning teaching methods, methodology and personal teaching identities.
8 European Profile for Language Teacher Education - A Frame of Reference
10. 5. Experience of an intercultural and multicultural environment
Trainee teachers have experience of living, studying, working or teaching in a context
characterised by distinctive or different social, cultural, ethnic, national, or religious groups.
‘Multicultural’ is understood as a descriptive term One way to experience an intercultural
referring to a range of different cultural environment is by teaching one’s native language to
perspectives and attitudes existing in parallel. non-native speakers (for example, to immigrant
‘Intercultural’ refers to a dynamic state of children).Trainee teacher placements in
exchange and interaction between these cultural multicultural classrooms help develop an
perspectives.These processes take place both in the intercultural mindset.
trainee teacher’s own country and abroad.
Even within one national context, learners have a
wide range of cultural perspectives and attitudes,
shaped by social, ethnic and political factors, as
well as gender, age and sexual orientation.
These affect how learners respond to teaching and
learning.
Strategies for Implementation and Application
æ Trainees are able to develop an intercultural understanding and appreciate the importance of culture,
and sensitivity to it, when building relationships and in a professional setting.
æ Institutions aim to give their trainees experience of teaching languages in a wide variety of learning
contexts, such as local bilingual schools.Trainees understand that multicultural and intercultural issues
affect most teaching and learning contexts.
æ Trainees have experience of studying or working in another country and so are culturally aware and are
equipped to face diversity in a non-judgemental manner.This can be reinforced by the content of the
teacher education.
æ Trainees are given the opportunity to work with fellow trainees from a variety of different backgrounds.
How they treat their colleagues is reflected in how they teach.
European Profile for Language Teacher Education - A Frame of Reference 9
11. 6. Participation in links with partners abroad, including visits, exchanges or
ICT links
Participation in links with other institutions abroad is a means of exposing trainees to
different linguistic and cultural contexts.The developing use of the internet and email has
meant that such links can be maintained virtually and the financial and logistical problems
Trainee teachers are aware of the diverse ways to Trainees are encouraged to maintain links with
communicate and exchange information and colleagues and peers when they go abroad with
resources with partners abroad. a view to establishing links later in their career.
As well as visits to partner institutions, there are Being given the opportunity to travel abroad will
benefits from written exchanges, e-twinning have a direct impact on the personal and social
of institutions, interactive forums between development of the trainee.
institutions, email and video-conferencing.
Spending time abroad will develop
Trainees are able to use these links for the communication skills and also provide an
exchange of ideas, experiences and best practice opportunity to improve personal language
and also to exchange materials used in teaching the competence.
language.
Strategies for Implementation and Application
æ The extent and criteria of partnerships must be clearly defined in advance.This can avoid potential
communication problems.
æ Funding for establishing links may be problematic in certain contexts.The use of the internet and email
can alleviate these issues.
æ Links must provide a direct contribution to the teaching and learning of trainees.This can be in the form
of authentic resources or opportunities to improve language competence.
10 European Profile for Language Teacher Education - A Frame of Reference
12. 7. A period of work or study in a country or countries where the trainee’s
foreign language is spoken as native
Trainee teachers spend a period of time in the country in which the foreign language they
teach is spoken as native whenever possible.
Whether the extended stay abroad is carried out Spending time abroad clearly raises questions of
before or during teacher education, the benefits to funding. However for teachers of languages to reach
the trainee, both personally and professionally, the level of linguistic competence required for them
are very real. Besides the obvious improvement in to teach effectively, an extended stay in a relevant
language ability, trainees are given insight into the country is highly recommended. Work must be done
culture and every day life of another country. to significantly reduce the financial barriers. A period
Meeting people and participating in events and abroad can be funded in a number of ways such as
activities are also beneficial to trainees and increases through a European funding programme such
their communication skills and cultural as Erasmus or Leonardo da Vinci, by individual
awareness. These experiences will be passed on to educational institutions, and through bilateral
the learners, making the language more tangible and exchange agreements between institutions.
relevant.
There is wide agreement that it is currently more
During their teacher education, the extended stay difficult for trainee teachers from certain contexts to
abroad is also focused on establishing networks spend periods abroad than others; for example,
and contacts with the target culture, as well as trainees who come from countries with less widely
gathering authentic materials and resources spoken languages have fewer opportunities to take
for use during teacher education and future teaching. part in bilateral exchanges.This needs to be
addressed.
Strategies for Implementation and Application
æ Trainees are given assistance in finding relevant work or university placements abroad by their
educational institution.They are also given practical advice on issues such as healthcare and
accommodation.
æ Educational institutions build on their pre-existing network of contacts to facilitate their trainees’ periods
abroad.
æ In some cases personal or other commitments may make a long stay abroad impractical although
shorter periods abroad must still be encouraged.
European Profile for Language Teacher Education - A Frame of Reference 11
13. 8. The opportunity to observe or participate in teaching in more than one
country
Trainees have the opportunity to experience first-hand how the foreign language classroom
operates in different countries.They will witness different approaches being used, which will
inform their own teaching.
In addition to working or studying abroad, trainee A framework for teacher exchange between
teachers have the chance to observe classes taught institutions would help ensure that teaching and
in a foreign institution and to engage in teaching observation experience abroad is spent as
wherever possible. effectively as possible.
Team-teaching is one option when a trainee Involvement with language schools teaching the
teacher is unable to teach independently. mother-tongue to non-native speakers creates
teaching opportunities for trainee teachers, allowing
Team-teaching has the advantage of increasing them to experience different teaching
intercultural awareness, cooperation and methodologies.
team-working skills.
Strategies for Implementation and Application
æ Trainees are encouraged to take advantage of the many varieties of teaching experience such as:
teaching one’s mother tongue as a foreign language; teaching languages in business contexts abroad;
volunteer and private language teaching.
æ Trainees must also be given some training on how to adapt their teaching to different contexts. For
example, trainees need some guidance on how to teach their native language to non-natives if this is
appropriate. Equally their approach to teaching is different if they are teaching their foreign language to
native speakers of a third language.
æ Networks and personal relationships must be established between trainees or education departments
with other education department or schools abroad.This could be done following the initiative of the
trainee.
æ The experience of teaching abroad increases mobility.
12 European Profile for Language Teacher Education - A Frame of Reference
14. 9. A European-level evaluation framework for initial and in-service teacher
education programmes, enabling accreditation and mobility
A framework is established allowing programmes, courses and modules to be evaluated at
a European level.
A European-level evaluation framework will ensure The framework needs to be flexible and
recognition and transferability of teacher responsive to local, regional and national
education qualifications throughout Europe. needs. It should not undermine good regional
practice or local autonomy.
Its overall aims are to increase mobility and
European exchanges and promote higher quality Teachers could be specially recognised for their
levels in foreign language teacher education participation in projects at a European level.
programmes in Europe.
An evaluation framework, with common elements
and common descriptors, is in line with the
Bologna process and could involve an independent
body assessing and evaluating teacher education
programmes in Europe. Since education is the
responsibility of each member state, there would be a
very wide range of views about the criteria for
evaluation.
Strategies for Implementation and Application
æ Before a European level evaluation framework can be established, bilateral agreements between
institutions could be extended so that a network of institutions collaborate to recognise each other’s
qualifications.
æ Collaboration can produce useful evaluation guidelines to form the basis of an eventual European
framework.
æ The European Credit Transfer System (ECTS) is already widespread and can play an important role in
an expanding network of institutions recognising each other’s qualifications.
æ In order to establish such a network, there needs to more widespread adoption of the Common
European Framework of Reference for Languages (CEF) to develop common understanding of language
competence.
æ Many European countries have their own rules and criteria about qualifications for teaching. Much work
needs to be done to fit these into evaluation frameworks shared by a wide range of countries.
European Profile for Language Teacher Education - A Frame of Reference 13
15. 10. Continuous improvement of teaching skills as part of in-service education
As part of their continued in-service education, qualified teachers focus on updating their
knowledge of new teaching methodologies and approaches.
Foreign language teacher education is an ongoing In-service education could lead to a recognised
process that includes interpersonal, qualification. It has to be rewarding and attractive
communicative and professionalisation issues. to teachers. One possibility would be to build up
In-service education also involves acquiring skills in units towards a joint or combined Master’s degree, or
leadership, educational administration, and another formally recognised qualification.
networking.
Qualified teachers should be given the opportunity
to develop their skills in a number of areas including
action research, reflective practice, the
creative use of materials, ICT, and mentoring.
Strategies for Implementation and Application
æ Teachers must be aware which organisations and institutions provide specialised in-service education for
language teaching.
æ Provision must be made by schools to cover teaching responsibilities allowing teachers to take further
courses and qualifications.
æ In-service education needs formal recognition in terms of teachers’ status and salary.
æ In-service methodological enhancement can be organised efficiency if teachers arrange a strategy
beforehand for sharing what they have learnt with colleagues.This can occur through workshops,
seminars and other forms of communication (such as a summary report available to colleagues online).
æ Liaison with colleagues and more experienced teachers helps teachers identify their in-service education
needs and find relevant courses.
14 European Profile for Language Teacher Education - A Frame of Reference
16. 11. Ongoing education for teacher educators
Personnel involved in the education of language teachers should have access to continued
education to enable them to perform their roles better.
The term ‘teacher educators’ refers to all teaching The ongoing education of teacher educators
personnel involved in foreign language teacher emphasises interdisciplinary approaches,
education programmes: those working at teacher interdepartmental cooperation, team-
education institutions teaching methodology, working, and networking.
pedagogy, didactics etc., as well as specialists in other
areas such as language acquisition, (applied) linguistics, The ongoing education of teacher educators is
psychology and so on from other departments who formally recognised by the educator’s institution
contribute to language teacher education. and leads to a further qualification.
These teacher educators should have access, inside
or outside the institutional context, to ongoing
education in areas such as interactive teaching,
mentoring, new learning environments,
networking, developing new teaching
techniques, and CLIL.
Strategies for Implementation and Application
æ Practising teacher educators should receive refresher courses in methodological techniques which they
are aware of but may not be actively using.
æ Practising teacher educators need to be encouraged to reflect on and re-evaluate their teaching with
regards to various methodological approaches.
æ The cascade effect is a good way of maximising the education of educators. Education of educators can
be planned in advance to ensure that its benefits are passed on to colleagues through workshops and
seminars.
æ Teacher educators do not always need to look for external sources of ongoing education. Ongoing
education of educators can be organised effectively using an institution’s own resources.
æ Funding must be made available for the continuing education of teacher educators.
European Profile for Language Teacher Education - A Frame of Reference 15
17. 12. Training for school-based mentors in how to mentor
School-based mentors are given structured training in how to mentor trainee teachers. It is
essential that the mentors fully understand what is expected of them by the University and
fully develop this role with confidence.
The University or teacher education institutions must ensure that mentors are fully briefed and receive the
relevant training on:
i. How to maintain open communication channels;
ii. Ways of giving constructive feedback;
iii. Dealing with teaching or disciplinary problems or legal issues;
iv. Liaising with the teacher education institution;
v. Organising cooperation between groups of mentors at particular schools;
vi. How to give guidelines on self-evaluation and improving personal language competence, including use of
portfolios and diaries.
Mentor education is important since mentors need Mentors must be able to reflect on their own
to be up to date with current methodological practice; experience as a foreign language teacher is
approaches; repeating what they have learnt as not enough. It would be beneficial for mentors to
trainee teachers may not be adequate. have an advisory or supervisory system and
for their work as mentors to be rewarded.
There is a risky assumption that if someone can
teach they can also mentor. In fact, the two activities
are quite distinct. Mentors play a crucial role in
language teacher education but currently training
for them is not always available and mentoring is
often an ad hoc activity.
Strategies for Implementation and Application
æ Mentors can be encouraged to organise training sessions themselves within the school context,
overseen by an institutional teacher educator or an experienced school mentor.
æ Online resources for the training of mentors can be developed to allow them to train flexibly and
autonomously, monitored by a leader mentor at an institution.
æ A framework for mentor training is needed to outline the key areas of mentor training.
æ Mentors need to be professionally recognised for being involved in mentoring.
æ The funding of mentoring training may be an issue to be overcome.
16 European Profile for Language Teacher Education - A Frame of Reference
18. 13. Close links between trainees who are being educated to teach different
languages
Trainee teachers being educated to teach different foreign languages cooperate during
lectures, seminars, workshops, and other learning activities, as well as during their school-
based teaching practice.
Joint seminars or workshops could be Although basic foreign language teaching
organised to focus specifically on comparisons methodology can be taught to future teachers of
and contrasts between different disciplinary different languages, part of the foreign language
approaches and cultural contexts to foreign teacher education should still be language
language teaching and learning. They can also focus specific..
on the European dimension and concepts such
as plurilingualism and pluriculturalism.
Encouraging close links between trainees is a good
means of promoting intercultural exchange and
the exchange of good teaching and learning
practices.. This type of collaboration would be
useful for the exchange of materials,, especially
for teachers of lesser-taught languages for whom
the choice of materials is often limited.
Strategies for Implementation and Application
æ Trainees in different languages have comparative methodology seminars and workshops, taught by their
respective tutors.
æ Tutors of trainees in different languages collaborate to identify key areas in which cooperation between
trainees would be beneficial.
æ Cooperation between trainees in different languages deals with linguistic, cultural, educational, historical
and methodological comparisons.
European Profile for Language Teacher Education - A Frame of Reference 17
19. Knowledge and Understanding
14. Training in language teaching methodologies, and in state-of-the-art
classroom techniques and activities
Trainee teachers learn about different language teaching methodologies and can use them
to achieve different learning outcomes.
Trainee teachers who learn about a number of Trainees are aware of the different techniques
methodological approaches to teaching and necessary for teaching reading, writing, speaking and
learning are able to adapt to particular contexts, and listening and for improving reception, production,
have a firm foundation for the critical and interaction and mediation skills in learners.
creative use of teaching theories.
Trainee teachers learn how to use up to date
Trainee teachers also learn about different classroom techniques and activities based on
methodologies and new classroom techniques from interactive, group, and peer-assisted learning.
peers training to teach different languages, where
methodologies and resources vary. Trainees can also use ICT and audio-visual
techniques efficiently to achieve their desired
learning outcomes.
Strategies for Implementation and Application
æ Language teaching methodologies are taught through a mixture of lectures, seminars and workshops to
ensure a balance of receptive and interactive learning.
æ Trainees encounter a range of different language teaching methodologies to enable them to think
reflectively about their teaching approach.
æ ICT is related to specific learning situations so that trainees learn about technical matters as well as
ICT’s practical application in the classroom.
æ ICT should be used as an integral part of a lesson rather than an add-on to it.The value added by using
it should always be clear.
æ A mixture of micro-teaching, team-teaching, classroom-based observation and peer observation allows
trainees to see different teaching techniques in action.
æ Trainees should be encouraged to experiment with different classroom techniques but their experiences
should be recorded and built upon.
æ A trainee needs a significant amount of classroom experience before they are able to use a variety of
techniques confidently and effectively.
18 European Profile for Language Teacher Education - A Frame of Reference
20. 15. Training in the development of a critical and enquiring approach to
teaching and learning
Trainees have an open-minded and experimental approach to teaching and they continually
aim to build on past experiences.
Trainee teachers view teaching and learning as A critical and enquiring approach is fostered
continually evolving processes. through cooperation and exchange with peers,
contact with different methodologies and other
They are keen to experiment with different national education systems and practices, and an
methodologies and resources after their initial encouragement to undertake action research and
teacher education. maintain reflective practice. Placing increased
value on in-service education also integrates this
Increased autonomy is central to a critical and critical attitude into language teaching.
enquiring approach.Trainee teachers learn about
teaching and learning in parallel to learning how to The transition between being a trainee teacher and
enhance their own abilities and competences a qualified teacher is important. Developing a critical
independently. and enquiring professional approach at an early
stage helps make this transition easier.
Strategies for Implementation and Application
æ Trainees are encouraged to question and challenge every aspect of their education.They must not
accept anything as a norm.
æ Trainees are able to reflect on what they have learnt and what they have seen or done in practice and
are able to assess the value of this against the intended learning outcomes for a given group of learners.
æ Trainees have a genuine interest in finding other ways and means of teaching a specific group of learners
as appropriate.They make the vital link between their own learning and their teaching.
European Profile for Language Teacher Education - A Frame of Reference 19
21. 16. Initial teacher education that includes a course in language proficiency and
assesses trainees’ linguistic competence
Trainee teachers are offered the opportunity to follow a course to maintain or improve
their language proficiency.They are able to assess their own competence and devise
strategies for developing their skills where appropriate.
This course aims to improve the trainees’ language The greater a teacher’s language competence, the
competences in correspondence with the learning more creative and effective his or her teaching
scales outlined in the Common European will be. Examining language competence with
Framework (CEF). reference to the CEF not only facilitates mobility
but also highlights key areas of strength and
The course aims to improve key skills and fluency in weakness.
writing, reading, speaking and listening, and The value of a high level of linguistic and cultural
in the trainee’s productive, receptive, competence is to enable teachers to achieve more
interactive and mediating skills. confidence in their communication skills in
the target language and a more culturally
Such a course is closely linked, if not integrated, appropriate lesson.
with teaching about the CEF and ways of assessing
learners’ progress.The course also refers to the However the CEF assessment levels should be
European Language Portfolio and other types of applied flexibly, since very good language teachers
self-evaluation. may not necessarily have the top levels of language
competence according to the CEF.
Strategies for Implementation and Application
æ Trainees’ language level should be assessed before they begin courses so all strengths and areas for
improvement are identified immediately.
æ Trainees have access to television and multimedia facilities allowing them to use the target language
regularly.
æ Some parts of the trainee’s initial teacher education take place in the target language, including a written
project.
æ Trainees use classes on literature, history and culture to broaden their target language vocabulary.
æ Trainees are able to use a number of techniques, including online tests, to assess their language
proficiency.
20 European Profile for Language Teacher Education - A Frame of Reference
22. 17. Training in information and communication technology for pedagogical use
in the classroom
Trainee teachers are taught how to use information and communication technology (ICT)
effectively and how to integrate its use into their teaching.
Trainee teachers learn how to integrate ICT into Trainee teachers are aware that ICT is not
other teaching areas and are aware of how it beneficial if used for its own sake, and that it has its
contributes to several learning outcomes at once. limitations.Training focuses on how and when to
use ICT in the language classroom and on its
Trainee teachers use ICT as a support and integration into lesson plans. Use of ICT benefits
resource, not as an end in itself. from having clearly outlined learning
objectives and outcomes.
When using ICT in the classroom, trainee teachers
encourage learner autonomy, combining ICT with Training in ICT includes an ongoing reflection on
tasks and projects that highlight how it can be used its pedagogical values and is not focused merely
independently outside the classroom context as on technical competence. It benefits from being
part of ongoing learning. linked with communication skills. Its principal
objectives and outcomes are learner autonomy
In-service education in ICT is especially important and increased access to authentic resources.
in making teachers aware of new resources and
technologies.This should be a regular and Mentors and teacher educators have a key role in
ongoing process. It should be focused on ICT for guiding trainees in the effective use of ICT for
language learning.There should be a structured language teaching and learning.
follow-up to these modes of in-service education.
Strategies for Implementation and Application
æ Training consists of a combination of technical skills in ICT and practical application of techniques to
classroom teaching scenarios.This is taught to trainees using task-based learning approaches.
æ ICT is not an add-on or a reward for a good lesson but as an integral learning tool.
æ Trainees learn how to use ICT to maximise a lesson’s learning outcomes and the interest and
enthusiasm of their learners.
European Profile for Language Teacher Education - A Frame of Reference 21
23. 18. Training in information and communication technology for personal
planning, organisation and resource discovery
Trainee teachers recognise the value of ICT for organising their own workload and
schedules, retrieving and developing resources and archiving documentation.
ICT is a valuable tool for:
i. Organising workloads;
ii. Creating and archiving lesson plans;
iii. Tracking progress within a framework of reflective practice;
iv. Communicating and exchanging ideas with colleagues.
ICT is best integrated into teacher education as Trainee teachers are able to develop skills in using
part of an ongoing process. It facilitates word processing and data processing
communication and exchange of packages.They are aware of how to use online
information and ideas. agendas and email, search engines, educational
websites, interactive website forums, resources and
ICT gives trainee teachers access to a wide range databases.
of resources and information, and during initial
teacher education, lecturers and mentors should
inform trainees of useful sites for different teaching
levels.
Strategies for Implementation and Application
æ Trainees are taught to use different computer programmes to manage their work.
æ Trainees are encouraged to use online forums for the exchange of ideas with colleagues both at a
national and international level.
æ Personal planning and professional development are key uses of ICT.Trainees who manage their work
using ICT are able to track their own and learners’ progress more effectively and disseminate the results
of assessment and research more efficiently. Use of ICT enables qualified teachers to keep abreast of
developments in teacher education and language learning at a European level.
22 European Profile for Language Teacher Education - A Frame of Reference
24. 19. Training in the application of various assessment procedures and ways of
recording learners’ progress
Trainees have a comparative view of the advantages and disadvantages of various
assessment methods and are aware of the criteria that affect methods of assessment.
Trainees are able to adapt different ways of They understand which assessment techniques to
recording learners’ progress and analyse the use to best display the learners’ progress accurately
strengths and weaknesses of a range of methods. in the area in which they are interested.
Trainees use oral and written tests or exams, Trainees learn to record all results and interpret
summative assessment, written project-based them to chart the learner’s progress in a meaningful
work, continuous assessment, practical projects, way.This will also allow them to see areas in which
group projects and portfolios. the learner may need to make improvements.The
use of commonly understood levels, such as those
in the Common European Framework (CEF) is
extremely valuable.
Strategies for Implementation and Application
æ Teaching trainees about assessment procedures and recording learners’ progress can take place during
trainees’ language proficiency courses. By integrating improvement of trainees’ language proficiency and
awareness of methods of assessment, trainees develop a more cyclical view of teaching, learning and
assessment.
æ Trainees are given the chance to witness formal and informal assessment procedures during their
school-based experience.
æ Trainees need to conform to the assessment procedures in place in their school. However, there is often
scope for developing new methods of assessment, or treating existing ones flexibly.
European Profile for Language Teacher Education - A Frame of Reference 23
25. 20. Training in the critical evaluation of nationally or regionally adopted
curricula in terms of aims, objectives and outcomes
Trainee teachers are able to adapt teaching materials to the national or regional curricula
within which they are working and ensure their teaching falls within the curriculum
framework.
Trainees will reflect on their lessons with regards to Trainees adapt their lesson plans and use materials
the aims and objectives of the curriculum and the which best satisfy the curriculum’s requirements and
fulfilment of these aims. the needs of the learners.
Trainees know how to use teaching materials and Trainees write detailed lesson plans in which they
resources effectively to meet the needs of learners integrate the aims of the lessons, how these fit
and to fulfil the requirements of the curriculum. in with the aims of the curricula and how and
why they have chosen their materials to best meet
After using certain materials, trainees are able to these aims and the needs of their learners.
assess their impact in terms of the desired learning
outcomes.
Strategies for Implementation and Application
æ Institutions integrate teaching about national and regional curricula into areas of teaching dealing with
finding new teaching materials, use of ICT and comparative study of European educational systems.
æ Trainees learn to build flexibility into existing curricular frameworks.
æ Trainees are aware of thinking about curricula in terms of aims, objectives and outcomes so they
approach them in a structured way.Teacher educations seminars could focus on designing different tasks
to fulfil the same curricular criteria.
24 European Profile for Language Teacher Education - A Frame of Reference
26. 21. Training in the theory and practice of internal and external programme
evaluation
Trainee teachers are taught why these evaluation procedures are in place, and how to react
to them and why quality assurance and enhancement is important in any learning
environment.
Programme evaluation, similar in some ways to Terminology is important. Programme evaluation,
quality assurance and quality enhancement, quality assurance and quality enhancement are all
verifies and checks that pre-agreed standards are ways of referring to the monitoring and
being met. improvement of courses. Quality assurance implies
fixed standards that have to be met; quality
Trainee teachers are aware of the theory behind enhancement makes quality an ongoing,
programme evaluation and understand how it will developmental and non-judgemental process.
work in practice when they become teachers. Programme evaluation suggests an assessment of
programme quality that is critical but not
Trainee teachers are taught why these evaluation judgmental. In this context, quality is a process not a
procedures are in place, and how to react to them. state.
Trainee teachers also learn the difference between Programme evaluation would benefit from a
internal and external evaluation. validated European framework for evaluation that
maintained flexibility and did not undermine local
and regional good practice. Such a framework
would increase shared practices and mobility.
Strategies for Implementation and Application
æ Quality measures are often seen as restrictive and not sufficiency responsive to local or national
language teaching contexts. However, their importance in an educational environment must be stressed.
æ Trainees follow the procedures relating to internal and external programme evaluation and can carry
out extra tasks relating to this when required.
æ During the school experience trainees are given the opportunity to work with a mentor for some form
of external programme evaluation.
æ During the school experience trainees become familiar with the internal quality standards of the
institutions.
European Profile for Language Teacher Education - A Frame of Reference 25
27. Strategies and Skills
22. Training in ways of adapting teaching approaches to the educational
context and individual needs of learners
Trainees understand the different factors that affect people’s abilities to learn, and the
different attitudes and cultural perspectives people bring to learning.Trainees are able to
adapt their teaching approaches accordingly.
Trainee teachers are taught to be responsive to the Trainee teachers who are taught special needs
different reasons people have for learning foreign education learn many transferable skills beneficial for
languages.They understand the different factors teaching in other contexts.
that affect people’s abilities to learn, and to the
different attitudes and cultural perspectives people Many people learn foreign languages for vocational
bring to learning. or professional purposes.Trainee teachers
should be taught particular strategies for teaching
Adapting teaching approaches involves thinking such learners effectively. In particular, trainee teachers
about classroom management issues, sensitive ought to aim to integrate vocational and professional
and suitable use of materials and resources and issues into the foreign language classroom through
employing a variety of learning activities to relevant use of materials, resources and classroom
achieve learning outcomes. techniques such as role-play and situation-based
language learning.
Trainee teachers adapt their teaching approach for
learners with special educational needs. ‘Special
educational needs’ refers to a range of issues from
mental and physical disability to learning difficulties or
behavioural issues.Trainee teachers are able to
identify these needs and know how to respond to
them.
Strategies for Implementation and Application
æ During the school experience trainees are given the opportunity to adapt their teaching to their
learners by creating a classroom environment which is inclusive.They are encouraged to use a variety of
materials and resources, including multi-sensory aids.
æ Learners from different age groups may come to the language classroom with different experiences and
expectations.Trainee teachers ought to be aware of the potential social and culture differences between
age groups, and be able to adapt to these.
æ In some contexts, courses dealing with specific educational contexts may only be available through in-
service education. Sometimes teachers choose to undertake courses because it will lead to greater
employability.
26 European Profile for Language Teacher Education - A Frame of Reference
28. 23. Training in the critical evaluation, development and practical application of
teaching materials and resources
Trainee teachers understand the role of different types of teaching materials and resources
in their teaching.They are taught to apply them critically and effectively.
The materials in question include textbooks, Trainee teachers produce a great deal of innovative
authentic documents, video and tape teaching materials and resources as part of their
cassettes, CD ROMs and online materials. training process. When it has been assessed as
successful, this material could be archived (both in
These materials relate to the curricula and physical form and online) to make it accessible to
syllabus framework within which the trainee future trainee teachers, in-service teachers and
teacher will work. teachers abroad.
Teachers across Europe benefit from exchanging
teaching materials and resources.This is especially
valuable in promoting European-wide
cooperation.
Strategies for Implementation and Application
æ Trainees are introduced to the relevant materials and resources.They are also encouraged to find or
make their own, and adapt those more commonly used to meet their learners’ needs.
æ Trainees understand the methodology and theory which underpins the use of materials and resources.
æ Trainees understand the theories surrounding learning styles and how these can best be tackled by
using a variety of materials and resources.
æ Trainees are encouraged to think critically about the value of a certain material or resource and
understand that materials should act only as an aid to the teaching-learning process.
European Profile for Language Teacher Education - A Frame of Reference 27
29. 24. Training in methods of learning to learn
Trainees are introduced to strategies of autonomous learning and study skills.These
approaches will not only contribute to their own education but can also be fostered in
their learners.
Key points in methods of learning to learn are:
i. Organising time;
ii. Monitoring progress;
iii. Identifying areas of strength and weakness;
iv. Recognising different learning techniques and their contributions to learning.
By understanding the implications of learning to Trainee teachers are encouraged to experiment
learn, trainee teachers will be able to apply with different teaching styles in order to develop a
methodologies flexibly and creatively, and in critical ability to distinguish which is best for the
a context-sensitive way. learning context.
Strategies for Implementation and Application
æ Through their education trainees will become more aware of their own learning styles and can
implement strategies to address their own learning.
æ Trainees understand the needs of learners and use different teaching styles in order to ensure a high
motivation in the classroom for effective learning.
æ Teacher educators emphasise a range of learning methods when teaching trainees to raise their
awareness of how they are learning as well as what they are learning.
æ Trainees are taught to analyse the learning strategies of their learners during their classroom-based
teaching practice.They keep a record of this in their practice log or diary.
æ Trainees are introduced to self-study methods that they can foster in learners.
28 European Profile for Language Teacher Education - A Frame of Reference
30. 25. Training in the development of reflective practice and self-evaluation
Trainee teachers learn to develop systematic methods and strategies for assessing the
effectiveness of their teaching.
Trainees capitalise on successful lessons and Reflective practice begins as a theoretical idea to be
teaching techniques by assessing whether desired translated into teaching practice. It gives a
learning outcomes have been achieved. theoretical underpinning to many of the
techniques and strategies teachers use intuitively. It
They see evaluation and improvement as also helps increase teachers’ sense of
connected and ongoing processes. professionalism. Portfolios and teaching diaries
can help teachers engage in effective reflective
Self-evaluation is linked to peer observation practice.
and review, and to developing strategies for
independent learning.Trainee teachers evaluate Once they have qualified, foreign language teachers
their peers as a way of helping them assess their are encouraged to become mentors or to be
own teaching skills. observed by trainee teachers in order to maintain a
reflective and self-evaluative attitude to teaching.
Strategies for Implementation and Application
æ From the start of their initial teacher education, trainees are taught to engage in reflective practice and
self-evaluation in a structured and progressive way.
æ During methodology seminars, trainees work closely with peers to develop reflective techniques
(alongside a practice log or diary, they discuss issues with tutors, mentors and peers).
æ Trainees establish criteria for self-evaluation, charting progress, detecting patterns and recurring issues.
æ Trainees may only be able to undertake informed reflective practice once they have gained significant
teaching experience during their initial teacher education.
European Profile for Language Teacher Education - A Frame of Reference 29
31. 26. Training in the development of independent language learning strategies
Trainee teachers develop independent language learning strategies to improve their
language competence and to be able to transfer these skills to their own learners.
New learning environments such as virtual Independent language learning strategies help to
resources, language centres, multicultural foster the practice of life-long language
learning environments as well as up to date learning.
course books and materials play a major role in
developing independent language learning. Teachers are able to pass on to learners the
methods they have been taught during their initial
Knowledge of independent strategies allows teacher education. Classroom-based learning and
teachers to set tasks for their learners that foster independent learning activities should be
the ability to improve language competence integrated.
beyond the classroom without the explicit
guidance of the teacher. Independent learning strategies are crucial in
promoting life-long learning skills, which should be a
key focus as early as possible in the learning
process.
Strategies for Implementation and Application
æ Trainees use resources such as a self-access learning environments or multimedia centres to develop
independent language learning skills.They are introduced to these resources via formal sessions at the
start of their initial teacher education.
æ Trainees are aware of tools like DIALANG that allow them to monitor their language proficiency and
focus on areas that need special attention.
æ Trainees use their European Language Portfolio as a tool for addressing lexical areas that need
improvement.
æ Trainees take formal and informal opportunities to work on their language skills, for example, speaking
with native speakers whenever possible inside and outside the institutional context.
æ Independent language learning is particularly important in teacher education programmes where there
is no provision for continued language learning.
30 European Profile for Language Teacher Education - A Frame of Reference
32. 27. Training in ways of maintaining and enhancing ongoing personal language
competence
Teachers are taught to monitor their own language competence, enabling them to identify
areas that need attention.
Trainee teachers are aware that maintaining language Reference to the guidelines in the Common
competence is an ongoing process.They European Framework is an important way of
understand that periods abroad and regular use of quantifying personal language competence.
new learning environments, especially broadcast
media and the Internet, help improve language
competence.
Strategies for Implementation and Application
æ Guidelines for efficient enhancement of personal language competence might include:
i. Keeping and regularly reviewing a personal language learning diary;
ii. Identifying key areas where improvement is required and focusing on them;
iii. Regular contact with the foreign language through film, television, radio, newspapers and interaction
with native speakers;
iv. Identifying and referring to Internet sources in the foreign language.
æ Trainees are given opportunities within the institutional context to use new learning environments such
as multimedia centres and interaction with native speakers visiting the institution on study exchanges.
æ Trainees are educated to assess their language competence in key areas of speaking, listening, reading
and writing, focusing on areas that need improvement.
æ Trainees are aware that to maintain even the same level of language competence requires constant
exposure to the language both actively and receptively.
European Profile for Language Teacher Education - A Frame of Reference 31
33. 28. Training in the practical application of curricula and syllabuses
Trainee teachers are aware of how to relate curricula and syllabuses to a diverse range of
learning contexts.
Trainees learn how to link curriculum and Foreign language teacher education modules should
syllabus goals with suitable learning strategies aim to correspond to the national or local curriculum
that focus on the learner and the learning context. while also giving trainee teachers the chance to study
areas outside the curricula.
They are taught how to organise and manage
time effectively so that syllabuses are covered.They Trainee teachers consult the foreign language
also understand the importance of meeting syllabuses and curricula of other countries in order
curriculum and syllabus requirements. to develop a comparative and critical
perspective about curricula in general.This goes
Trainees are taught to assess learners’ progress in hand in hand with cooperation between teachers
relation to curricula and syllabuses. who teach the same language in different countries.
Strategies for Implementation and Application
æ Teacher education, either during initial or in-service education, highlights the importance of being able to
apply curricula and syllabuses.This could be integrated into areas of teaching dealing with discovery of
resources and use of ICT.
æ Trainees are given a framework for applying curricula and materials; they practice designing lessons in
relation to curricula in methodology seminars.
æ Trainees are encouraged to look at the top grades as a benchmark of what they are aiming for.They
know this is what can be achieved in the given time frame.
æ Changes in government often entail changes in nationally prescribed curricula.Trainees need to be
prepared for this.
32 European Profile for Language Teacher Education - A Frame of Reference
34. 29. Training in peer observation and peer review
Peer observation and peer review develop skills such as team-working, communicative
ability, cooperation and practical analysis.
Peer observation and peer review are ways to Peer-observation and review are ways of increasing
capitalise on the trainee teacher’s learning process. trainee teachers’ autonomy and critical approach to
teaching and learning. Critical approaches are
Peer observation involves seeing how one’s further encouraged when trainee teachers make
colleagues teach and deploy what they have notes on their observations and write them up
learnt, while peer review asks for a critical later.This stops trainees agreeing with each other
response to this process. automatically and gives them time to think about
their responses. General topics can then be
Other benefits of peer observation and review discussed in seminars.
include the ability to provide sensitive and
constructive feedback, to value approaches Peer observations and peer review develop team-
different to one’s own, and a sense of professional working skills that will be important for working
community spirit. professionally.
Strategies for Implementation and Application
æ Trainees undertake teaching practice at schools in pairs or more so that they can engage in peer
observation and review.
æ Educational institutions give trainees guidelines on how to structure peer observation and review in the
teaching practice context.
æ Trainees are taught how to give balanced and critical feedback.Trainees are equipped with the correct
language and phrases to carry this out efficiently.
æ Mentors have a clear role in coordinating and monitoring peer observation and review.
European Profile for Language Teacher Education - A Frame of Reference 33
35. 30. Training in developing relationships with educational institutions in
appropriate countries
Trainees are able to build up personal and professional contacts with colleagues abroad to
exchange ideas and materials and to maintain their personal language competence.
Trainee teachers realise the value of personal Trainee teachers realise that networks can take
contacts in establishing networks and work hard to many forms, from written, virtual or real life
maintain the links they have made with institutions in exchanges between learners to exchanges of
which they have previously worked or studied. materials, resources and methodologies between
teachers.
Trainee teachers are aware of Europe-wide
initiatives for contacting and networking with Trainee teachers maintain links with educational
institutions in other countries. institutions as valuable sources of teaching materials
and ongoing advice and support.
Strategies for Implementation and Application
æ A website for teachers in Europe devoted to the exchange of information and ideas is needed to
promote international links and networks.
æ The network between teacher education institutions, schools and in-service education providers can be
strengthened.
æ In-service workshops for teachers from different European countries need to be provided.
æ Trainees use the Internet and email to find schools and institutions that are keen to establish links with
their country.
æ It is important that the time and funding for establishing networks is made available to trainee teachers.
34 European Profile for Language Teacher Education - A Frame of Reference
36. 31. Training in action research
Action research involves trainee teachers identifying a particular issue or problem
encountered while teaching, gathering information about it, developing a plan of action,
evaluating its results and sharing them with colleagues.
Action research encourages reflexivity and an Since action research is time-consuming and
enquiring approach and gives teachers a teachers can be critical and reflexive without
substantial theoretical framework for resolving engaging in it, it is not always necessary to carry it
difficult issues. out in a planned way. However, it does help
teachers develop a personal teaching identity.
Action research shows trainee teachers how
evaluation, dissemination and requests for One way of encouraging action research is to teach
feedback from colleagues help integrate research trainees how to create single projects in schools.
findings into teaching practice. This allows teachers to enhance their teaching
without the need for external evaluation.
Action research is not the only form of pedagogical
research in which trainee teachers should engage Action research helps trainee teachers realise that
although it helps teachers rely less on intuition and teaching is not about accruing knowledge, but
encourages cooperation with colleagues. about developing a flexible and context-
sensitive way of achieving goals.
Action research can be developed and issues
identified if new teachers keep a learning diary
to record their experiences.
Strategies for Implementation and Application
æ Action research is part of initial teacher education from an early stage.Trainees gradually build up the
key skills in action research, undertaking a full action research project towards the end of their course.
æ Teaching action research outlines the key steps in the process, and emphasises the process itself as much
as the end product.
æ Trainees are then able to evaluate critically the impact of these strategies in the classroom.
æ Schools form action research networks coordinated by an experienced teacher or mentor.
European Profile for Language Teacher Education - A Frame of Reference 35
37. 32. Training in incorporating research into teaching
Trainees can use a variety of sources to inform their approaches to teaching.
Trainee teachers learn how to incorporate research Trainee teachers learn techniques such as micro-
into their teaching from fields such as teaching teaching, team-teaching, mini-case studies,
methodology, applied linguistics, language acquisition, brainstorming and new learning environments as
testing and evaluation, special needs education and ways of incorporating research into their teaching.
so on.
There are many forms of research relevant to
Trainee teachers are able to turn to teacher language teacher education, some more general,
educators, mentors and peers for advice on some specific to language teaching, and trainees
integrating education-related research into their need to be aware of the huge range of research
teaching. available to them.
Trainee teachers develop an open-minded Teacher educators and mentors have a key role to
attitude to educational research and are keen play in encouraging trainees to think positively about
to experiment with research conclusions within the value and relevance of research for their
the limits of institutional or national teaching and teaching and learning.
learning frameworks.
Strategies for Implementation and Application
æ Trainees receive guidance from teacher educators, mentors and colleagues about incorporating research
into teaching.
æ They know where to find educational and relevant academic research, how to implement it in the
classroom, and how to record and disseminate the results of their work.
æ The issue of how to integrate research is important.Trainees learn that research needs to be tested in
concrete learning contexts.They see research as exploratory.
æ Teacher education institutions need to be equipped with libraries, books and other resources to allow
trainees to undertake research relevant to their education.
36 European Profile for Language Teacher Education - A Frame of Reference
38. 33. Training in Content and Language Integrated Learning (CLIL)
Trainee teachers learn the methodologies and strategies for teaching another subject
through the medium of a foreign language.
Even if trainee teachers do not intend to specialise CLIL approaches depend on the existence of local
in this area, such training improves their language CLIL schools in which to train trainees. Generally,
competence, encourages more comprehensive CLIL approaches work better in upper secondary
use of the target language in non-CLIL classes, than in primary schools.
and gives teachers ways of raising social, cultural
and value issues in their foreign language teaching. In certain countries all trainee teachers already
teach a language and another subject. Even if the
CLIL approaches encourage cooperation with context does not give teachers the chance to
colleagues from different disciplines. engage in CLIL teaching for the time being, trainees
still benefit from learning about the approaches.
CLIL is recognised as a growing area in language
teacher education across Europe and many
institutions already use it or are planning to
introduce it.
Strategies for Implementation and Application
æ Trainees have the chance to teach in local bilingual or language specialist schools using CLIL methods.
æ Trainees practise CLIL teaching in methodology seminars and workshops.
æ Trainees are aware of the body of research into CLIL approaches to language teaching, and its increased
use in European foreign language teaching.
æ Trainees may not have the chance to teach using CLIL methods because there are no available contexts,
such as local bilingual schools, in which to do so. Cooperation between teacher education institutions
and local schools may help develop new contexts in which CLIL teaching can take place.
æ Given the limited time-frame of initial teacher education, it may be more worthwhile teaching CLIL
approaches during in-service education courses.
European Profile for Language Teacher Education - A Frame of Reference 37
39. 34. Training in the use of the European Language Portfolio for self-evaluation
Trainee teachers learn about the European Language Portfolio (ELP) from the earliest
stages of their initial teacher education.
Trainee teachers understand how the ELP is The ELP is an important way of encouraging
structured in three parts (language passport, mobility and recording the experience of trainees
language biography and dossier) and recognise abroad.
that its proper compilation is an ongoing process.
The European Language Portfolio can function as a
Trainee teachers are aware of the importance of good model for other kinds of documentation
adding to the ELP based on periods of study, produced by trainee teachers. Similar documents can
work and training abroad. be created relating to school-based teaching practice
and new learning environments.
Trainee teachers refer to it regularly in order to
evaluate their own language competence and
to assemble evidence of their achievements and
experience.
Strategies for Implementation and Application
æ Suggestions for introducing the European Language Portfolio include integrating it into courses on
comparative European education, courses of teacher development and advancement, and courses
dealing with personal language competence, language proficiency and self-evaluation.
æ As happens with CIEP in France, it might be important for a public institution to take responsibility for
disseminating the ELP directly to language trainee teachers at training institutions.
æ Many institutions already use similar documents to the ELP and may therefore be disinclined to begin
using the ELP.
38 European Profile for Language Teacher Education - A Frame of Reference
40. Values
35. Training in social and cultural values
Trainees are taught that they have a vital role to play in promoting positive social and
cultural values.
Trainee teachers are taught that teaching and The emphasis on social and cultural values differs
learning foreign languages help promote social and according to the local and national context of the
cultural values such as respect for difference, school.Teachers need to be aware that social and
active communication, a participatory cultural values cannot simply be applied, but are
attitude to society, and experience of a range of developed through an ongoing and context-
different cultures and lifestyles. sensitive process.
These values are fostered through inclusive and When thinking of the social and cultural values of a
context-sensitive classroom management range of countries, what people have in common is
strategies, a choice of teaching materials that as important as the differences that distinguish
reflects social diversity and cultural plurality, and the them.
development of international networks of
communication and exchange between learners
from different contexts and countries.
Social and cultural values can obviously be
promoted right across the school curriculum.
Language teachers benefit from cooperation with
colleagues from different disciplines when
promoting these values.
Strategies for Implementation and Application
æ Trainees learn about the links between language teaching and learning and social and cultural values,
particularly in relation to the European Commission’s language policy.
æ Trainees are taught about using teaching materials that reflect social and linguistic diversity.
æ Trainees learn about their peers’ social and cultural perspectives (particularly in relation to teaching and
learning).
European Profile for Language Teacher Education - A Frame of Reference 39
41. 36. Training in the diversity of languages and cultures
Trainee teachers are taught that respect for and promotion of diversity are key elements in
their teacher education and subsequent teaching.
Trainee teachers know about the linguistic profile of Trainee teachers are aware of the central notions
countries in which the languages they teach are of plurilingual competence and pluricultural
spoken as native. competence set out in the CEF.
Trainee teachers see the urgency of maintaining Lesser-spoken and lesser-used languages could be
linguistic diversity in Europe, given the impact of promoted by giving learners of other languages
English as an emerging global lingua franca. tasters of them in classes focusing on plurilingualism
and pluriculturalism.
Trainee teachers are able to identify the diverse
range of language contexts and backgrounds Teachers could be encouraged to choose their
of their learners. materials to reflect linguistic and cultural diversity as
much as possible.
Strategies for Implementation and Application
æ Trainees have close links with those training to teach a range of languages. Peer observation and review
capitalise on the variety of languages taught at an institution by encouraging such partnerships and
exchanges.
æ Trainees understand that the language they teach is influenced by other languages and is spoken in a
number of different ways, contexts and countries.They are encouraged to employ teaching materials
from as wide a range of linguistic contexts as possible.
æ Specific training in diversity issues may be difficult, but teacher educators who employ a varied range of
(authentic) teaching materials can be explicit about the underlying policy to enhance diversity.
40 European Profile for Language Teacher Education - A Frame of Reference
42. 37. Training in the importance of teaching and learning about foreign languages
and cultures
Trainees understand the importance of the role they play in creating an interest in cultures
and languages both inside and outside of the educational context.
Trainee teachers are aware that their language Trainee teachers are able to convey the fact that
teaching can influence their learners’ abilities to learning languages and cultural knowledge improve
understand and respect others. commercial opportunities, increase people’s
mobility and allow people to experience foreign
Learning foreign languages goes hand in hand with cultures and assimilate new commercial, social and
learning about other cultures, and leads to cultural ideas.
increased mobility in education, commerce,
arts, tourism and numerous other spheres. Trainee teachers are taught how to convey that
language learning has these benefits for learners
Learning foreign languages is a way of safeguarding beyond technical linguistic competence.
linguistic and cultural identity, a process in
which foreign language teachers play a crucial role.
Trainee teachers are able to explain to their learners that learning foreign languages:
i. Increases mother-tongue competence;
ii. Promotes communication and presentation skills;
iii. Gives them access to other cultures which enrich their own cultural background;
iv. Helps them develop a critical mindset towards their own social and cultural presuppositions.
Strategies for Implementation and Application
æ Trainees have methodology classes focused on language learning for professional, vocational and cultural
perspectives.
æ Trainees are referred to research showing how foreign language improves mother tongue competence.
æ Practical methodology classes show trainees how to use language learning to develop other areas such
as presentation skills, oral fluency, self-confidence, team-working and so on.
æ Trainees find out the varying reasons why their learners want to study languages, but they are able to
maintain a cohesive teaching framework that takes these into account.
æ Extra measures must be taken to convince certain groups of the importance of language learning.
Trainees are armed with strategies to tackle this.
European Profile for Language Teacher Education - A Frame of Reference 41
43. 38. Training in teaching European citizenship
Trainee teachers are taught what the concept of European citizenship entails.
European citizenship corresponds to a set of The term ‘citizenship’ is complex, referring to
shared values and beliefs in democracy, the rule different things in different contexts. European
of law, the free press and a shared cultural heritage. citizenship is not the same as national citizenship.
European Union citizenship more specifically Citizenship can refer to ideas concerning nationality
confers a set of legal and civic rights and or to issues of morality and responsibility.
duties on citizens, allowing them to work and
travel freely between EU member states. European citizenship is one type of citizenship in a
chain linking regional, national, international and
European citizenship can be incorporated into global citizenship.
teaching content through promotion of these
shared values, choice of teaching materials and European citizenship is promoted in many other
intercultural and multicultural networks and areas besides foreign language teaching.This
exchanges. demands collaboration with colleagues from
other disciplines.
Strategies for Implementation and Application
æ Trainees understand the importance of mobility and to this end have a working knowledge of the
opportunities available to an individual who wants to study or work within Europe.
æ As part of a course on European issues in education, trainees can focus specifically on understanding the
concept of European citizenship, including the rights and responsibilities it confers.
æ Trainees also understand that European citizenship is a complex issue, meaning different things to
different people.They do however understand its central principles.
æ Trainees need to approach European citizenship gradually, and encourage learners to develop their own
sense, in dialogue with peers, teachers and partners abroad, of what it means.
42 European Profile for Language Teacher Education - A Frame of Reference