Language and Culture
Teachers are interested in language and culture. They are knowledgeable in the subject matter of language teaching, as well as in the various content areas that their students are studying. They are fluent in the target language, and able to communicate appropriately in cultural contexts where this language is used. They understand the nature of language, culture, and intercultural communication in general, and they understand the cultural, linguistic, and communicative dimensions of the particular language they teach. They understand linguistic and cultural theories and are able to analyze and make valid explanations of linguistic and cultural phenomena, drawing upon these theories and an awareness of their own culture and use of language.
Teachers need to be knowledgeable about
- the nature and components of language, culture, and intercultural communication
- culture and language as subject matter in language teaching
- the culture(s) of the language they teach
- their own culture(s)
Teachers need to be skilled at
- exploring and analyzing linguistic phenomena and applying these analyses to their teaching context(s)
- exploring and analyzing cultural phenomena and applying these analyses to their teaching context(s)
- conducting their classes in English with ease and confidence at all instructional levels with high levels of accuracy, fluency, and appropriateness
- incorporating their own knowledge of the target language and culture into their classes
- entering new cultures effectively and appropriately
Teachers need to hold attitudes of
- respect for cultural and linguistic diversity
- engagement in understanding language, culture, and intercultural communication
- desire to learn about and from people of other cultures
- openness to being changed by other culture
Teachers need to be aware of
- the relationship between language and culture
- their own use of language in cultural contexts
- their own cultural and linguistic worldview(s) and identities
- themselves as learners of language and culture
- the role that culture and language play in learning
Learners and Learning
Teachers are curious about people and how they learn. They are knowledgeable about learning theories and practices in general, and language acquisition and learning theories and practices in particular. They are aware of the interrelated roles of language and culture in the acquisition process, and of their relationship to how one sees the world. They respect the learner as a whole person—mind, body, emotion, spirit—and the uniqueness of each individual’s contribution to the learning experience. They recognize and accept individual learning styles. They are able to observe, describe, inquire into, and generate alternative explanations for learner language and behavior, drawing upon theories of first, second, or multiple language acquisition, as well as their own experiences as learners. Finally, they can accurately select the most valid hypotheses about learner language or behavior, and identify and implement appropriate educational strategies to respond to each learner.
Teachers need to be knowledgeable about
- theories of language acquisition and learning
- theories of learning in adults and children
- learning differences: styles, disabilities, strategies, and processes
- theories and methods of assessment
- theories and methods of teacher research
Teachers need to be skilled at
- assessing the linguistic and cultural needs and performance of their students
- discerning and naming learning differences
- devising and selecting appropriate and effective learning strategies
- applying learning/acquisition theories and their own learning experiences to analyses of learner language and behavior
- designing and conducting teacher research projects
Teachers need to hold attitudes of
- curiosity about learners and the learning process
- respect for the whole person of the learner—mind, body, emotions, spirit
- respect for diverse learners
- interest in their own learning
- willingness to allow learners’ learning to guide their teaching
Teachers need to be aware of
- the relationship between learning and teaching
- their own assumptions about teaching and learning
- the impact of their teaching upon learners and their learning
Teachers and Teaching
Teachers enjoy teaching and teaching language and culture. They are knowledgeable about theories, methods, and materials of language teaching. They are able to articulate and explain the principles underlying their personal approach to teaching. They are able to assess learners’ linguistic and cultural needs and to design appropriate curricula based on clearly defined learning objectives. They are able to create or select and adapt teaching techniques, materials and other educational resources in ways which are appropriate for helping students acquire proficient linguistic skills—speaking, listening, reading, writing—and intercultural communication abilities. They understand theories and practices of assessment and are able to accurately determine learner progress. They understand theories of classroom management and group learning, and are able to identify and implement educationally appropriate group management practices. They are able to help students develop the skills and awareness necessary for self-assessment and self-directed learning.
Teachers need to be knowledgeable about
- theories, methods, techniques, and materials of teaching language and culture
- theories and methods of classroom management and instructional groupings
- theories and methods of curriculum design and implementation
- theories and methods of assessment, both formal and informal
- reflective teaching and experiential learning
Teachers need to be skilled at
- teaching reflectively: seeing, describing, inquiring into, and making hypotheses about students’ learning and the teaching context, and taking intelligent action based on this process
- designing and implementing opportunities to observe and assess students’ learning, including structured feedback sessions
- creating a safe and positive learning environment
- articulating a personal approach to language teaching based on well-defended assumptions
- establishing short and long-term course objectives
- creating and implementing effective and appropriate lesson plans and units
- designing and implementing curricula that emphasize speaking, listening, reading, writing, culture, and content
- effectively organizing and managing a classroom
- developing skills and awareness in students that enhance their self-assessment capabilities and continued learning
Teachers need to hold attitudes of
- enjoyment of and passion for teaching languages
- respect for individual and culturally-linked learning and teaching styles
- willingness to change their teaching
Teachers need to be aware of
- the relationship between learning and teaching
- their own assumptions about teaching and learning
- the impact of their teaching upon learners and their learning
Self and Other
Teachers are self-aware. They are able to recognize their own feelings and opinions about interpersonal and group experiences and distinguish them from the events of these shared experiences. They
actively seek out other participants’ understandings of these shared experiences. They are able to articulate their understandings of these experiences. They are aware of how they relate to others and accept the importance of learning from human diversity. They recognize, value, and work with diverse perspectives in order to promote the development of the group, individuals within the group and themselves. They are skilled at observing, reflecting, and modifying their own behavior in the best interest of the group.
Teachers need to be knowledgeable about
- theories and practices of group dynamics
- theories of identity development
- the multiple dimensions of identity—their own and others’— including language, class, race, gender, culture, sexual orientation, physical ability, and religion
Teachers need to be skilled at
- listening with empathy, by attending to and reflecting content and feelings
- resolving conflicts among and between members of the group
- communicating effectively and professionally across differences
- helping other people recognize and rise above biases in order to enhance their interactions with other members of a group
- creating an environment where divergent views can be expressed and heard
- articulating their own understanding of shared events as distinct from that of others’ experiences, and eliciting others’ experiences of these events
- observing and evaluating their own behavior and its impact on others, and modifying this behavior in the interest of the group
- observing and evaluating the behavior of others in shared experiences, and giving them feedback on the impact of their behavior
Teachers need to hold attitudes of
- openness to and valuing of differences in people
- commitment to helping their students become more open-minded, more tolerant, and accepting of people who are different from them
Teachers need to be aware of
- their own feelings and opinions as a participant in group experiences
- their feelings, opinions, interaction styles, and the way they affect others
- the uniqueness of their experiences of a shared event
- differing perspectives represented in the classroom
Educational Institutions, Communities, and Professional Life
Teachers are committed to developing a career in second language education. They actively draw upon their experiences living in other cultures, and are committed to becoming increasingly multicultural and multilingual. They are able to evaluate their own work, and to invite and act upon evaluations of colleagues and learners. They are active and contributing members of professional organizations. They are aware of their status as teachers in the schools and communities where they work, and are committed to using their influence in socially responsible ways. They are aware of themselves as members of the world community.
Teachers need to be knowledgeable about
- policies, procedures, and practices of schools and educational institutions and how these impact on their teaching
- relevant professional organizations and advocacy groups
- theories of contextual influences on language education
Teachers need to be skilled at
- developing an approach to language teaching based on well articulated and defended assumptions
- evaluating and thinking critically about their own work and modifying its direction
- inviting, understanding, and acting upon evaluations of their work by colleagues and students
- furthering their education as a professional educator through contributing to the field and engaging in professional development opportunities
- applying their experiences living in other cultures to their work
- participating actively in professional organizations
- developing their multilingualism and multiculturalism
- analyzing contextual influences on education in a particular setting
- advocating for second languages and learners
Teachers need to hold attitudes of
- commitment to a career in second language education
- valuing multilingualism and multiculturalism
- responsibility for the needs of students, colleagues, institutions, and larger communities
- professionalism in their work
Teachers need to be aware of
- themselves as lifelong learners of teaching
- their own values as educators
- the connection of their work to the larger world community
- schools, educational institutions, and host communities as distinct cultures
- the social impacts of their work
- the socio-political dimensions of language teaching