Understand key language points taught at different levels of the CEFR. Improve your ability to use language accurately & appropriately when interacting with learners & other teachers.
Understand key terms & concepts used to describe language. Use appropriate strategies to check & develop your language awareness, and apply such knowledge practically to facilitate language learning.
Understand your digital strengths & develop your digital skills to try out technology with confidence in your classroom. Choose appropriate resources & tools which aid language learning & teaching.
You can provide accurate examples of language points taught at A1–A2 levels & use basic classroom language which is mostly accurate.
You can provide accurate examples of language points taught at A1, A2–B1 levels & use classroom language which is mostly accurate.
You can provide accurate examples of language points taught at A1, A2, B1–B2 levels & use classroom language which is consistently accurate throughout the lesson.
You can provide accurate examples of language points taught at A1–C2 levels & use a wide range of classroom language which is consistently accurate throughout the lesson.
TEACHING WITHOUT ‘BREACHING’Language Ability
The following aspects of teacher language constitute teachers’ ability to use English effectively & appropriately in their daily work. While a certain level of language proficiency is clearly required in order to teach language effectively, the minimum language level required of any teacher is likely to vary depending on the teaching context & language levels of the group of learners being taught. See CEFR levels for guidance on language proficiency.
THE FACILITATOR, NOT JUST THE COLLECTORLanguage Knowledge & Awareness
The following areas of knowledge & competence provide the linguistic basis on which teachers develop their personal understandings of teaching & learning, and also play a critical role in how teachers make sense of & facilitate learning in the classroom.
The ability to analyse spoken & written language form, meaning & use at sentence, word & discourse level, when planning, teaching & marking learners’ written work
The awareness to be able to analyse classroom language used by the teacher & learners
Demonstrating the practical application of this ability & awareness for language learning & teaching when planning & in class
TERMINOLOGY FOR DESCRIBING LANGUAGE
Key terms used to describe language form, meaning, use & phonology at sentence, word & discourse level
Demonstration of practical application for language learning & teaching when planning & in class
Awareness of a range of relevant print & digital resources for researching language form, meaning, use & pronunciation
Demonstration of practical application for language learning & teaching when planning & for guiding learners both in class & outside class
WRITING, NURTUREDBolder Writing
For Advanced English Majors, College Students, Teachers of
Advanced English & Selective/Specialised Schools
Whether you are an aspiring, developing or experienced teacher, always give yourselves the best chance to realise your potential & develop further. Below are some suggestions.
Read, watch & listen to more authentic sources to develop your language & skills, and to make learning enjoyable, motivating for your students, especially at C1–C2 levels.
Record your teaching & identify your own language errors, asking more experienced colleagues for advice if necessary. Go online & join an online community of teachers or take part in a discussion forum.
Know your current level of English & stage of professional development. Test yourselves regularly with international language proficiency exams & teaching qualifications.
All authors must admit to a dependence on the work of others. We are no exception. We owe a huge debt of gratitude to all the publications and reference sources that we have consulted and adapted for educational purposes. It would also have been quite impossible to have produced the material on this website without adapting a variety of authentic resources that we have regularly referred to. While every effort has been made, it has not always been possible to identify and cite the sources of all the material used or to trace all copyright holders. We will be happy to omit any contents or include any appropriate acknowledgements when they are brought to our notice.