A guide to teacher competences for languages in education

Link	www.eaquals.org/our-expertise/teacher-development/the-eaquals-framework-for-teacher-training-and-development/
Focus / content	The Eaquals Framework is a compendium of descriptors of the knowledge and skills needed by foreign language teachers, covering aspects of planning, teaching, assessment competences, language, culture and professionalism.
Objective / structure	Framework of descriptors of knowledge and skills designed for the purposes of self-assessment and ongoing professional development. It is organized over three successive ‘phases of development’.
Target group	Serving teachers of foreign or additional languages, teacher trainers, and academic managers
Institution / authorship	Eaquals
Date	2013
Languages	English
Further information and comments	The Framework is context-independent (any type of institution & additional language). It is a more analytical alternative to the EPG with considerably more detailed sets of descriptors but organized over three main phases of development (instead of six).
Examples of use in practice	It has been used both by practising teachers for self-assessment and by training course designers for mapping/checking the content of course.

Link	www.lang.soton.ac.uk/profile/report/MainReport.pdf (restricted access) and www.lang.soton.ac.uk/profile/report/Appendices.rtf (restricted access) (Quality Assurance & Enhancement Guidelines – Appendix II, page 80)
Focus / content	A framework for evaluating and enhancing the quality of initial teacher education courses for foreign language teachers in Europe that focuses on knowledge and understanding (8 areas), strategies and skills (13 areas) and values (6 areas)
Objective / structure	A frame of reference for teacher education courses in universities and teachers’ colleges which links up knowledge & understanding, strategies & skills and values to course structure and the learning experiences offered to student teachers.
Target group	Language education policy makers and language teacher educators in Europe
Institution / authorship	Michael Kelly and Michael Grenfell (University of Southampton) - Report written with Rebecca Allan, Christine Kriza and William McEvoy (University of Southampton). Case studies contributed by 11 institutions across Europe.
Date	2004 (final report)
Languages	English
Further information and comments	- A valuable tool for carrying out a systematic review of language teacher education courses (especially pre-service) - A thought provoking way of linking up the learning experiences of (student) teachers on such courses and the ways in which these experiences can contribute to the development of competences and values.
Further reading	Appendix II (see link above) offers quality checklists relating to each of the 40 areas covered in the Profile

Link	www.cambridgeenglish.org/teaching-english/cambridge-english-teaching-framework
Focus / content	The Framework is provided as a tool to enable teachers of English as a foreign language to assess and plan their own professional development, and relate this to Cambridge English’s qualifications for teachers of English and for English as a foreign language.
Objective / structure	The framework provides descriptors relating to five areas of competence relevant to language teachers: Learning and the learner; Teaching, learning and assessment; Language ability; Language knowledge & awareness; Professional development & values. The descriptors for each area are organised over four stages of development: foundation > development > proficient > expert.
Target group	Teachers of English as a foreign/second language
Institution / authorship	Cambridge English (Cambridge Assessment & Cambridge University Press)
Date	2015
Languages	English
Further information and comments	A useful framework for teachers of English, especially those whose first language is not English and/or who are interested in career progression and are thinking of taking Cambridge language exams or teachers’ qualifications.

Link	https://www.danielsongroup.org/download/?download=448
Focus / content	A generic instrument for teacher evaluation based on Danielson’s original Framework for Teaching, and primarily designed for use in the United States. “The Framework for Teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. […] These responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.”
Objective / structure	The Framework is divided into 4 main ‘domains’: planning and preparation (subdivided in 6 component areas), the classroom environment (5 components), instruction (5 components), and ‘professional responsibilities’ (6&nbps;components). Each component contains a brief description, a list of ‘elements’ and a list of indicators. The evaluation checklists for each component (22 in total) contain ‘critical attributes’ and ‘possible examples’ of teacher behaviours for 4 levels of teacher competence from ‘unsatisfactory’, ‘basic’, satisfactory’ and ‘distinguished’.
Target group	Teacher educators, teachers, evaluators of teachers
Institution / authorship	Charlotte Danielson, Danielson Associates
Date	2013
Languages	English
Further information and comments	The Framework was originally published in 1995 and has been updated most recently in 2013. It claims to be based on extensive research and is primarily aimed at authorities in US state responsible for evaluating teachers working in public schools from kindergarten to grade 12.
Further reading	Danielson C. (2016), The Framework for teaching: Six clusters supporting high level learning.

Link	www.teachingenglish.org.uk/sites/teacheng/files/CPD%20framework%20for%20teachers_WEB.PDF
Focus / content	The framework spans 12 ‘professional practices’ relevant to all teachers, offering a way of conceptualizing professional development as an incremental process.
Objective / structure	To provide a framework that enables teachers (of all subjects) to plan their CPD. The ‘professional practices’ are: planning lessons and courses, understanding learners, managing the lesson, knowing the subject, managing resources, assessing learning, integrating ICT, taking responsibility for professional development, using inclusive practices, using multilingual approaches, promoting 21st-century skills, and understanding educational policies and practice. They are organized in a wheel of concentric circles. The concept is that, for each professional practice, the teacher develops through four successive stages, awareness > understanding > engagement > integration, gradually moving towards the ability to deliver high quality teaching.
Target group	Teachers of all subjects (especially those working in English)
Institution / authorship	The British Council
Date	2015
Languages	English
Further information and comments	This is an imaginative and broad framework which offers detailed indicators for each professional practice in a way which is quite accessible to teachers.

Link	http://cvc.cervantes.es/ensenanza/biblioteca_ele/competencias/competencias_profesorado.pdf
Focus / content	A common and coherent framework of reference describing the professional competences of teachers of Spanish as a second or foreign language in Cervantes Institutes all over the world, for the professional training / development of the teaching staff.
Objective / structure	Providing quality education for the Cervantes Institutes through professional training of its teaching staff. The document describes 8 key competences of teachers’ professional profile: 3 specific competences for second or foreign language teachers; 5 common competences for teacher of other disciplines. Each key competence includes 4 specific competences or sub-competences.
Target group	Teachers of Spanish as a Second or Foreign Language in Cervantes Institutes. Teachers of other disciplines.
Institution / authorship	Instituto Cervantes - Dirección Académica A team of authors under the direction of Francisco Moreno Fernández
Date	2012
Languages	Spanish
Further information and comments	The document is clear in its objectives and user-friendly, the descriptors are accompanied by explanations and examples of application. The intercultural competences of the learner and the teacher are mentioned in several parts, however the plurilingual dimension is not taken into account.

Link	www.tellproject.org/
Focus / content	The TELL framework describes the behavior of foreign language teachers, in obligatory schooling and beyond.
Objective / structure	The framework contains descriptors of teacher behaviour (performance) in seven areas. The two areas Planning and Environment are subsumed under the heading ‘Preparing for student learning’. Three areas belong to ‘Advancing student learning’: The Learning Experience, Performance & Feedback, and Learning Tools. Finally, the areas Collaboration and Professionalism are assigned to Supporting Student Learning.
Target group	Foreign language (“world language”) teachers in the US
Institution / authorship	TELL Project Advisory Board / AdvancedLearning
Date	2010
Languages	English
Further information and comments	Unlike many other frameworks, the descriptors focus on the teachers’ observable behaviour (e.g. their actions) rather than the competences, including (occasionally) the behaviour of the target language learners (e.g. in the classroom). The website also contains a number of additional documents, including forms for self-assessment, feedback to teachers, further reading, and correlations to other frameworks.

Link	www.nordvux.net/Portals/0/_dokumenter/2013/english_brochure_for_copying.pdf
Focus / content	This framework describes the competence of a professional teacher of initial and functional literacy (reading and writing as social practices) to adults whose mother tongue is not a Nordic language.
Objective / structure	Focus on literacy, languages across the curriculum, teaching methodology, language acquisition, learning psychology and sociology, teachers’ development and professionalism, reflection and self-assessment by the teacher, capitalising on linguistic and (socio)cultural resources of the learner, attention to learners’ individual needs, education for democratic values, social inclusion. The framework is divided in six competence areas which are concretized by several descriptors organised in two categories: knowledge; and skills and actions.
Target group	Teachers and teacher educators, textbook authors and publishers, curriculum developers
Institution / authorship	Alfarädet (Nordic Adult Literacy Network), https://nvl.org/Portals/0/_dokumenter/2013/english_brochure_for_copying.pdf Authors from several institutions: Norwegian Agency for Lifelong Learning; Ministry of Children and Education, Denmark; VoksenUddannelsescenter Fredriksberg, Denmark; Institute for Swedish as a Second Language, University of Gothenburg; National Centre for Swedish as a Second Language, University of Stockholm; National Board of Education, Finland; University of Iceland, Reykjavik; University of the Faroe Islands.
Date	2013
Languages	English
Further information and comments	Each descriptor is linked to specific parts of the curriculum. The formulation is clear and understandable. The instrument can serve as a tool for reflection and includes descriptors for teacher education programs and research.

Link	www.caslt.org/en/boutique-en/portfolio-for-teachers-en
Focus / content	The portfolio is a self-assessment tool for language teachers’ target language and intercultural competences.
Objective / structure	Based on the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP), the Canadian Language Portfolio for Teachers is an instrument for foreign language teachers’ self-assessment of their (target) language and intercultural competences, as well as strategies for language use and language learning. Like the ELP, the portfolio contains a ‘passport’ and an ‘autobiography’ section for an overview of the owner’s linguistic biography, detailed checklists for the auto-evaluation of different competences, and a dossier to file further documents.
Target group	Foreign language teachers
Institution / authorship	Canadian Association of Second Language Teachers
Date	2011
Languages	English, French
Further information and comments	Unlike most related instruments, the Canadian portfolio allows users to self-assess linguistic aspects of their competences, such as their range of vocabulary or the grammatical accuracy of their speech and writing. For language competences, the portfolio reproduces generic language competence descriptors from the CEFR at different levels, and then complements them with a task-specific descriptor that is related to language teaching. For level C1 and above, these descriptors typically describe activities in (continuing) education rather than classroom language.
Further reading
Examples of use in practice	For this instrument, the project team has collected one or more examples of use in practice.

Link	www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf www.baleap.org/wp-content/uploads/2016/04/TEAP-Scheme-Handbook-2014.pdf
Focus / content	The documents provide a description of competences needed by teachers of EAP, especially those working in the UK, as well as a scheme for enabling such teachers to gain a specialized qualification in EAP.
Objective / structure	The Competency Framework is descriptive summary of the main competences needed by teachers of EAP. It covers competences related to: Academic practice – contexts, disciplinary differences, academic discourse, personal learning; EAP students – their needs, critical thinking, student autonomy; Curriculum development – syllabus and programme development, text processing and production; Programme implementation – teaching practices, assessment practices. It provides summary statements for each area and detailed descriptors divided between ‘knowledge’ and ‘ability’, accompanied by indicators, i.e. means of identifying the competences described. The Handbook (developed later) provides a formal scheme for voluntary qualification and formalizes the competence requirements of EAP teachers using the BALEAP scheme to ‘qualify’ as ‘Associate Fellows’, ‘Fellows’ or ‘Senior Fellows’ of the Association.
Target group	EAP teachers with different levels of experience
Institution / authorship	The British Association of Lecturers in English for Academic Purposes (BALEAP)
Date	2008 (Framework), 2014 (Handbook)
Languages	English
Further information and comments	A specialized but limited scheme that has been carefully thought through and is designed to enable teachers of English to develop their competences in EAP.

Link	http://clil-cd.ecml.at/Portals/24/flashfiles/index3.html
Focus / content	The European Framework for CLIL Teacher Education is focused on the competences necessary to teach content subjects and an additional language in an integrated manner.
Objective / structure	This macro-framework identifies the target professional competences: CLIL fundamentals, content and language awareness, methodology and assessment, classroom management, learning resources and environments, research and evaluation. It is divided into eight thematic domains which are concretized by several descriptors. Each descriptor is linked to parts of professional development modules.
Target group	Teachers and teacher educators, curriculum developers, national/regional education administrators, textbook authors and publishers, certification authorities
Institution / authorship	European Centre for Modern Languages of the Council of Europe David Marsh, University of Jyväskylä, Finland María Jesús Frigols Martín, Conselleria de Cultura, Educación y Deporte de la Generalitat Valenciana, Spain Peeter Mehisto, Expert, Estonia Dieter Wolff, Bergische Universität Wuppertal, Germany
Date	2011
Languages	German, English, French
Further information and comments	This framework gives a global overview about CLIL-teacher competences and can be adapted to different contexts. Each descriptor is linked to specific parts of the curriculum. The formulation is clear and understandable. The instrument can serve as a tool for reflection and includes descriptors for research (action research and evaluation).

Link	https://rm.coe.int/a-handbook-for-curriculum-development-and-teacher-training-the-languag/16806af387 (appendix 3)
Focus / content	An aid for personal reflection by teachers of all subjects about the language demands implicit in the different subjects and the extent to which these are taken into account in their teaching.
Objective / structure	Lists of descriptors divided into six areas 1. Transparency of language requirements in setting up attainment targets and tasks for subject-specific learning; 2. Use of language by the subject teacher; 3. Classroom interaction and opportunities for the students to speak; 4. Scaffolding academic discourse skills, strategies and genres; 5. Linguistic appropriateness of materials (texts, different media, teaching/learning materials); 6. Linguistic aspects of evaluating academic language and content achievement
Target group	Policy-makers, teacher educators and teachers of all subjects
Institution / authorship	Jean-Claude Beacco, Mike Fleming, Francis Goullier, Eike Thürmann, Helmut Vollmer, with contributions by Joseph Sheils
Date	2016
Languages	English, French (German)
Further information and comments	The six lists of descriptors, expressed as first person behaviours, include many examples of language use and references to the language competences related to subject teaching that invite teachers to reflect on the ways in which they help learners to develop the language-related competences they need.
Further reading	An extended version of this checklist has been published in German: Thürmann E. and Vollmer H.J. (2012),“Schulsprache und Sprachsensibler Fachunterricht: Eine Checkliste mit Erläuterungen”, in Röhner C. and Hövelbrinks B. (eds.), Fachbezogene Sprachförderung in Deutsch als Zweitsprache, Juventa, Weinheim, pp. 212-233.

Link	https://profils-langues.ch/en
Focus / content	The Profiles describe the language competences needed for foreign language teaching.
Objective / structure	The Profiles contain profession-related target language competences of foreign language teachers in five domains: preparation, teaching, feedback and assessment, extracurricular learning (e.g. mobility and exchange projects), and teacher education / development. It exists in two largely overlapping versions for foreign language teaching at primary and secondary level.
Target group	Foreign language teachers
Institution / authorship	Working group of Swiss teacher educators from three language regions, funded by the Swiss Federal Office of Culture
Date	2013
Languages	French, German, Italian, English
Further information and comments	Some additional instruments include pedagogical scenarios, recommendations for the implementation in different contexts, and instruments for self-assessment and evaluation The resource has a clear focus on language competences, and lends itself for combination with other instruments, e.g. frameworks for didactic competences.
Examples of use in practice	The Swiss Profiles have been piloted and developed further in the context of this ECML project.

Link	www.miriadi.net/en/refdic
Focus / content	REFDIC is a list of teaching competences related to intercomprehension across five Latin languages which has three main dimensions: policy and ethics; communication and language; and education and teaching.
Objective / structure	The list contains descriptors of the competences in question introduced by explanatory texts concerning the aims, the rationale and materials available.
Target group	Teacher educators, teachers, and authors of teaching programmes and teaching materials
Institution / authorship	Institutions participating in the EU MIRIADI project (www.miriadi.net/): Ana Isabel Andrade, Filomena Martins and Ana Sofia Pinho (University of Aveiro), in collaboration with Maddalena De Carlo (Università di Cassino e del Lazio Meridionale), and Mathilde Anquetil (University of Macerata). ICT aspects: Maria José Loureiro (University of Aveiro).
Date	2015
Languages	English, French, Italian, Portuguese, Romanian, Spanish
Further information and comments	A useful Instrument covering various important competence areas relevant to pluralistic approaches. It demonstrates the usefulness of relating teacher competences to learner competences in the same domain, i.e. REFIC, the framework of communicative competences in intercomprehension. Accompanied by suggested teaching and assessment activities in various related
Further reading	De Carlo M. (2015), Miriadi, Prestazione 4.4 – Expérimentation des réalisations – rapport. (www.miriadi.net/sites/default/files/prestation_4.4.pdf)
Examples of use in practice	Miriadi, Prestazione 4.4 – Expérimentation des réalisations – rapport. (www.miriadi.net/sites/default/files/prestation_4.4.pdf)

Link	www.aitsl.edu.au/teach/standards
Focus / content	The “Australian Professional Standards for Teachers” is a generic national standard for school teachers’ initial training, professional development and career progression.
Objective / structure	Addresses the competences of all teachers, not only those concerned with languages. Covers professional knowledge, professional practice and professional engagement. Descriptors are organised in subsections of the above three categories and are structured across four professional career stages: ‘graduate’, ‘proficient’, ‘highly accomplished’ and ‘lead’. They are linked to 325 ‘illustrations of practice’ on video.
Target group	Teachers, school leaders, teacher educators, teacher organisations, professional associations and the public
Institution / authorship	The Australian Institute for Teaching and School Leadership (AITSL)
Date	2011
Languages	English
Further information and comments	Much of its content is relevant to language teaching. It is an outstanding example of a framework that is part of a whole programme for teachers. It is linked to professional development and certification as well as to ‘illustrations of practice’ on video. It includes familiarisation activities, a self-assessment tool, and app.
Further reading	Resources: https://www.aitsl.edu.au/tools-resources/resource/unpacking-and-implementing-the-australian -professional-standards-for-teachers

Link	www.et-foundation.co.uk/wp-content/uploads/2014/04/new-overarching-standards-for-ttt-in-lifelong-learning-sector.pdf
Focus / content	A set of interrelated descriptors of values, professional knowledge and understanding, and ‘professional practice’. The standards are designed to aid the development of a qualification system for teachers and trainers working in adult lifelong learning.
Objective / structure	The above sets of descriptors are divided into six ‘domains’: Professional values and practice; Learning and teaching; Specialist learning and teaching; Planning for learning; Assessment for learning; Access and progression.
Target group	Organisations involved in providing courses for lifelong learning in the UK
Institution / authorship	Lifelong Learning UK
Date	2006
Languages	English
Further information and comments	A rich list of descriptors aimed to provide a basis for qualification unrelated to means of acquiring the competences specified. The clear layout indicates how the values, knowledge and professional skills specified relate to one another.

Link	www.education.gouv.fr/cid73215/le-referentiel-de-competences-des-enseignants-au-bo-du-25-juillet 2013.html
Focus / content	A set of standards listing the attitudes, knowledge and skills needed for the teaching of all subject and for the roles of other personnel in education and training in France.
Objective / structure	The list is divided into sections covering: Competences required by all teachers and other staff in the education system; Competences required by all teachers; Competences required specifically by teachers working in roles related to educational and library resources; Competences required specifically by those working in advisory and counselling roles in schools.
Target group	Teachers and educators in the educational system, teacher education institutions and those in charge of validating the provision of teacher education
Institution / authorship	French Ministry of Education
Date	July 2013
Languages	French
Further information and comments	The focus is on ethical and pedagogic principles common to all members of the education professions irrespective of subject area. The standards include competence in the language of schooling (French) and the ability to use another language as required by the job. The standards are followed by an interview with the then Director General of School Education on the training and development of the teachers of tomorrow.
Further reading
Examples of use in practice

Link	www.jet.org.za/clearinghouse/projects/primted/standards/literacy-teacher-standards/litstds/the_reflective_profession_3rd-edition.pdf/view
Focus / content	A detailed list of competences including values, attitudes, knowledge and skills designed to encourage reflection in initial training and professional practice.
Objective / structure	After a lengthy introduction and guidance for users, the booklet covers 27 areas of competence, many of them subdivided by ‘aspect’ of the competence in question. Descriptors are provided for four phases of professional learning: initial teacher education, induction, early professional development, and ‘Continuing Professional Development, Collaborative Practice and School Improvement’.
Target group	Teachers of all subjects and at all levels wishing to reflect on and further develop their competences, as well as teacher educators and mentors
Institution / authorship	General Teaching Council of Northern Ireland
Date	2015
Languages	English
Further information and comments	The approach and competences in the booklet are in line with the Code of Values and Professional Practice and the Northern Ireland Charter for Education (reproduced at the end of the booklet).
Further reading
Examples of use in practice

Link	/www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf
Focus / content	A framework to support the initial and continuing professional development of teachers in higher education.
Objective / structure	The Framework has various objectives including to foster dynamic and creative approaches to teaching and learning through continuous development, and helping individuals and institutions to gain formal recognition for ‘quality-enhanced approaches to teaching and supporting learning’. It focuses on three interrelated aspects of teacher competence: ‘areas of activity’, ‘core knowledge’, and ‘professional values’.
Target group	Staff in UK higher education who are engaged in teaching and supporting learning in any subject or discipline
Institution / authorship	The Higher Education Academy with Guild HE and Universities UK
Date	2011
Languages	English
Further information and comments	Focuses on five areas of teacher activity: planning, teaching and supporting learning, assessment, providing support and guidance for students, and engaging in professional development and research. Each area is subject to four common professional values and presupposes six common areas of ‘core knowledge’. Descriptors are provided for four successive stages of Higher Education Academy recognition: Associate Fellow, Fellow, Senior Fellow, and Principal Fellow. The descriptors are of professional practices, engagement and knowledge demonstrated by teachers, alongside which are typical individual roles and/or career stages.
Further reading	See also the BALEAP Accreditation Scheme Handbook and Competency Framework, which is aimed at teachers of English for academic purposes in the UK and reflects similar stages of recognition: www.baleap.org/wp-content/uploads/2016/04/TEAP-Scheme-Handbook-2014.pdf

Link	www.eucim-te.eu
Focus / content	The EUCIM-TE curriculum describes teacher competences for the inclusive learning of academic language, with a focus on immigrant pupils learning the language of schooling as a second language.
Objective / structure	The resources features descriptors for language-related competences (attitudes, values and skills) for teachers of all subjects with immigrant pupils in three areas: (1) language acquisition in the context of schooling, (2) methodology for inclusive academic language learning and teaching (IALT), and (3) school organisation to facilitate inclusive academic language teaching.
Target group	Teachers, teacher educators, policymakers
Institution / authorship	Consortium of a EU-Comenius project
Date	2011
Languages	English, Slovene, German, Portuguese, Swedish
Further information and comments	The content and style of the framework presuppose some familiarity with the academic discourse on inclusive second language learning.
Examples of use in practice	The framework has been implemented in Germany (North Rhine Westphalia) – see www.eucim-te.eu/data/eso27/File/Material/NRW.%20Adaptation.pdf.