The English language competence of learners and teachers 6
The English language competence of learners and teachers
English language learners: the reality
Despite educational reforms emphasizing English language skills, many students achieve disappointing outcomes A significant number of secondary school graduates attain only an A1 or A2 level on the Common European Framework of Reference for Languages (CEFR), while national policies expect a B1 or B2 level Furthermore, university graduates often leave with an A2 or B1 proficiency, falling short of the B2 or C1 levels required by employers and for advanced academic opportunities.
A recent European Commission project, SurveyLang, revealed that many students in non-English speaking European countries are leaving secondary school without sufficient English proficiency for real-world use The project assessed language competence in first and second foreign languages across various countries, using the CEFR framework, which categorizes proficiency from A1 (Basic) to C2 (Mastery) Alarmingly, only 42% of students reached at least the B1 level, indicating independent language use, while 14% failed to achieve even the basic user level.
A 2015 article in The Economist highlighted a survey by the education NGO Mexicanos Primero, revealing that 80% of secondary-school graduates in Mexico lacked any knowledge of English, despite receiving a minimum of 360 hours of English instruction during their schooling.
The limited proficiency in English among learners poses significant challenges for career advancement and global communication To foster innovation and enhance employment opportunities in the international arena, it is crucial to support today's English language learners This can be achieved through sustainable and effective educational policies that prioritize high-quality teaching as the foundation for successful learning outcomes.
English language teachers: the reality
Quality of teaching is the single most important factor which contributes to changes in student learning
There is a significant demand for initial teacher training and ongoing professional development to enhance the teaching workforce, particularly in the field of English language education Nonetheless, various challenges persist that hinder the effectiveness of English language teaching across numerous national contexts.
In areas where there is a shortage of qualified English language teachers, educators with limited English proficiency are frequently assigned to teach English or to deliver their subject matter in English However, these teachers often lack the essential skills required to effectively support language learners in their development.
Experienced English language teachers from secondary or high school backgrounds may require additional professional development to effectively teach young learners To address these new teaching methodologies, it is essential to provide support that equips educators with the necessary skills and knowledge.
Section I: The English language competence of learners and teachers
Teachers’ low level of English
Many countries are facing a significant shortage of qualified English language teachers, primarily due to inadequate teacher training and the appeal of more lucrative private sector jobs for proficient English speakers A classroom observation from a state secondary school highlights this issue, noting that while the teacher established a good rapport with students, her limited language skills hindered effective communication As a result, she often answered her own questions and did not provide students with sufficient opportunities to practice their language skills.
A survey in the Asia-Pacific region revealed that many teachers possess inadequate English skills, highlighting a significant issue in educational practices Similarly, research conducted in Libya on three teachers showed a limited adoption of communicative teaching methods, largely due to their own insufficient language proficiency These instances underscore the detrimental effect that low English proficiency among teachers can have on learners, a challenge faced in numerous educational settings.
There is a growing recognition of the disparity between the desired language proficiency of teachers set by Ministries of Education and the actual skills they possess This highlights the urgent need for upskilling teachers in both English language proficiency and effective teaching methodologies Despite various initiatives, many English language teachers, particularly in developing nations and rural schools, still struggle to communicate in English at a functional level Their inadequate language skills, coupled with limited access to relevant professional development opportunities, hinder their ability to foster an effective learning environment for students.
Plan Ceibal in Uruguay was initiated to bridge the digital divide among students by providing laptops to both students and teachers in primary and secondary schools A key component, Ceibal en Inglés, aimed to tackle the shortage of qualified English teachers in state primary schools, where only 145 out of 2,400 schools had trained English instructors Through video conferencing, class teachers collaborated with fluent remote teachers to deliver English lessons, simultaneously enhancing their own English proficiency.
Teachers with limited English proficiency often resort to using students' mother tongue in the classroom, which restricts the amount and quality of English exposure necessary for enhancing learners' language skills Consequently, this leads to teacher-centered classroom dynamics, enabling educators to remain within their linguistic comfort zones.
Limited English proficiency among teachers restricts learners' chances for meaningful communication, as instructional activities often focus on grammar drills, isolated vocabulary memorization, and reading aloud This method treats English as a subject to study rather than a functional language for real-life use.
Section I: The English language competence of learners and teachers
Teachers face significant time constraints that hinder their ability to fulfill various job responsibilities Research conducted by Cambridge English in Lebanon, as part of a USAID initiative to enhance educational outcomes, highlights the challenges teachers encounter both inside and outside the classroom The study, which included over 2,300 participants, revealed that 78% of the predominantly female teachers felt overwhelmed by time pressures, particularly regarding professional development opportunities scheduled outside of school hours, which conflicted with their family obligations Despite their motivation to engage in professional growth, many teachers struggle to participate in development programs due to these scheduling conflicts, a trend also noted in OECD research.
Challenging classroom and pedagogical environments
Teachers face several challenges in their workplaces, including large class sizes with students at varying English proficiency levels, restricted access to textbooks and resources, and issues related to motivation for both learners and educators Additionally, teacher beliefs, the expectations of students and parents, and a disconnect between curriculum and assessment further complicate the teaching environment.
These are fundamental in determining – and at times undermining – the success of teachers’ professional development 27
Key features of successful English language 11
Section II: Key features of successful English language teaching professional development programmes
What makes professional development programmes succeed or fail?
Implementing professional development can be challenging due to various inhibitors and obstacles Common limitations that affect the effectiveness of professional development programs include a lack of resources, insufficient time for training, and resistance to change among staff.
A centrally-mandated, top-down approach to professional development restricts teachers' ability to choose their areas of growth, leading to potential dissatisfaction Compulsory development events may not align with teachers' specific needs, and research shows that those with limited choices in their professional development experience lower satisfaction levels compared to their counterparts who have more autonomy.
A traditional approach to professional development often treats teachers as passive recipients of information aimed at addressing their weaknesses Research shows that this didactic model, where facilitators merely instruct teachers or provide resources without fostering skill development or encouraging inquiry into the effects on student learning, has minimal impact and does not lead to sustainable, positive change.
A generic approach to professional development does not consider the varying levels of practice and knowledge among teachers, nor does it take into account their personal and cultural contexts While this method may be efficient and cost-effective, it ultimately falls short in meeting the specific needs of individual educators, rendering it less effective in enhancing pedagogical outcomes.
Addressing the connection between teaching, curricula, and assessment is crucial for effective educational reform Merely introducing English earlier in compulsory education or increasing instructional hours does not guarantee improved standards Often, educational reform fails due to a lack of alignment between curriculum goals, teacher training focus, and assessment practices.
Management factors play a crucial role in the challenges faced during large-scale programme implementation at regional or national levels A lack of effective monitoring and assessment of professional development programmes, coupled with over-ambitious goals and unrealistic expectations, often leads to the misconception that training alone can drive significant change without necessary follow-up support, ultimately setting these programmes up for failure.
Section II: Key features of successful English language teaching professional development programmes
Ten key features of successful professional development programmes
Successful professional development needs to place teachers’ and students’ needs at the heart of the process and to address a range of factors, at both the individual and context level
Professional development programs must be tailored to specific educational contexts, as a universal approach is ineffective It is essential to consider the unique characteristics of the educational system and cultural environment where teachers operate Programs should prioritize flexibility over rigid methodologies, providing teachers with various options for targeted practice This approach enables educators to enhance their existing knowledge and skills, allowing them to effectively apply what they learn in their individual settings.
Professional development should be viewed as a growth opportunity that acknowledges and builds upon teachers' existing knowledge and skills, rather than merely addressing their weaknesses By adopting a 'broaden-and-build' approach, professional learning can effectively focus on teachers' strengths, fostering a more positive and impactful development experience Successful initiatives must leverage teachers' prior experiences and create meaningful connections between their current understanding and new concepts, ultimately driving long-term positive change in educational practices.
Effective professional development programs must offer diverse entry points that acknowledge the unique starting points of individual teachers To be successful, these programs should be relevant and seamlessly integrated into teachers' daily professional lives, taking place in schools and classrooms rather than traditional training environments Additionally, sustained support over time is essential to enhance teacher participation, which can be achieved by allocating scheduled time for development activities or providing financial assistance and reduced teaching loads.
4 Bottom-up/top-down synergy
Teachers serve as the crucial link between policy mandates and the individual needs of their students To effectively fulfill this role, they must have a say in their professional development, receiving expert support that aligns with their specific requirements Research shows that a top-down approach, which restricts teachers' choices in their development areas, often results in minimal changes in classroom behavior and lower satisfaction levels among teachers In contrast, teachers who have the freedom to choose their professional development paths tend to be more engaged and satisfied, highlighting the importance of a collaborative and flexible approach to their growth.
Effective professional development for teachers should prioritize reflection and critical engagement with their experiences Mastery of skills is achieved not only through focused practice but also through constructive feedback and reflective processes Therefore, programs must provide avenues for teachers to reflect on and learn from their own and others' beliefs, alongside relevant learning theories It is essential to create a safe environment where teachers can challenge these ideas Additionally, dedicated time for reflection should be integrated into professional development, allowing for individual and collaborative discussions with peers, tutors, and mentors.
Section II: Key features of successful English language teaching professional development programmes
Professional learning for teachers is most effective when it incorporates peer collaboration and expert mentoring Development programs that foster teamwork among educators, such as reading groups, reflection groups, professional learning communities, and collaborative materials development, significantly enhance teachers' professional growth By engaging in these collaborative initiatives, teachers can leverage the support of knowledgeable experts and their peers, leading to more pronounced learning gains.
Professional programmes must integrate theoretical and practical knowledge to enhance teacher effectiveness Educators should engage with theories, such as second language acquisition, and assess their relevance to real-world teaching practices Establishing a connection between theory and practice can be achieved by encouraging teachers to conduct classroom-based research, either individually or in teams Without this integration into the practical context, professional development is unlikely to influence classroom habits and improve teaching practices.
A successful professional development program for teaching English requires the development of a diverse range of competencies through targeted practice This includes advanced English proficiency, subject matter expertise (such as teaching reading and assessing learning), practical teaching skills (like utilizing digital resources and managing classrooms), and an understanding of broader educational contexts and teacher beliefs Contemporary assessment approaches, which emphasize the integration of learning and assessment, are crucial to this program Language teaching is distinct in that it necessitates both knowledge of the language and knowledge about its structure Research shows that enhancing one competence, such as English proficiency, can positively influence other areas, such as pedagogical skills, especially when language content is based on effective classroom practices.
9 Integration of teaching, curricula and assessment
Effective professional development programs must embrace a long-term, systematic approach that transcends the traditional 'one-off, one-day' model It is crucial to ensure alignment among the curriculum, teacher training, and assessment practices within the educational system These programs should incorporate ongoing support and engagement, including peer collaboration, to foster a cohesive learning environment Additionally, the scalability of long-term initiatives that integrate teaching, curricula, and assessment is vital for their success and sustainability.
10 Observable, realistic and efficient outcomes
Supporting sustainable professional development: A systematic approach 14
Frameworks 15
High-quality teaching and training are essential for achieving the best learning outcomes, making the efficient development of professional skills crucial for teachers and their institutions Despite this, many educators struggle with clearly defined methods to enhance their pedagogical knowledge and classroom practices Cambridge English has gained valuable insights from its global courses for teachers and extensive evidence on educators' knowledge, skills, and practices across various career stages and contexts This knowledge forms the basis of the Cambridge English Teaching Framework, guiding effective teaching and learning strategies.
The Framework aims to define effective teaching through three interconnected areas: the essential knowledge teachers must possess, their ability to apply that knowledge in practice, and the resources and tools they utilize It outlines a competency system across four stages of a teacher's career development, detailing five categories of knowledge and skills required at each stage.
The Framework is further broken down into sub-categories and competency statements, which can be seen in detail online at www.cambridgeenglish.org/teaching-english/cambridge-english-teaching-framework
The Framework serves as a profiling grid to illustrate the various stages of a teacher's development rather than functioning as a performance assessment tool It acknowledges that a teacher's growth may vary across different competencies and aims to assist educators in identifying their development priorities as their professional needs evolve.
Section III: Supporting sustainable professional development: A systematic approach
Foundation De veloping P roficient Exper t • Has a basic under standing of some languag e–learning c onc epts • Demonstr at es a little of this under standing when planning and teaching.
• Has a r easonable under standing of man y languag e–learning c onc epts • Demonstr at es some of this under standing when planning and teaching.
• Has a g ood under standing of man y languag e–learning conc epts • Fr equently demonstr at es this under standing when planning and t eaching.
The individual exhibits a sophisticated understanding of language-learning concepts, consistently applying this knowledge in their planning and teaching They possess a foundational grasp of key principles related to teaching, learning, and assessment, enabling them to design and deliver straightforward lessons that address learners' needs while utilizing core teaching techniques Additionally, they effectively employ available tests and basic assessment procedures to enhance and promote the learning process.
An effective educator possesses a solid understanding of essential teaching, learning, and assessment principles They are capable of planning and delivering lessons that cater to diverse learner needs by employing various teaching techniques Additionally, they can design straightforward tests and implement assessment procedures that support and enhance the learning experience.
A proficient educator possesses a solid understanding of essential teaching, learning, and assessment principles They are capable of planning and delivering comprehensive lessons tailored to meet the diverse needs of learners, employing a variety of effective teaching techniques Additionally, they can design impactful tests and implement a range of assessment procedures that support and enhance the learning experience.
An effective educator possesses a sophisticated understanding of key principles in teaching, learning, and assessment They can plan and deliver detailed lessons tailored to meet the diverse needs of learners, utilizing a comprehensive range of teaching techniques Additionally, they are skilled in designing effective tests and consistently applying individualized assessment procedures to support and enhance student learning Their instruction includes accurate examples of language points relevant to A1 and A2 levels, and they employ basic classroom language that is predominantly accurate.
• Pr ovides ac cur at e e xamples of languag e points taught at A1, A2 and B1 le vels • Uses clas sr oom languag e which is mostly ac cur at e.
The lesson effectively demonstrates accurate examples of language points across A1, A2, B1, and B2 levels, ensuring a comprehensive understanding for learners Additionally, it consistently employs precise classroom language throughout, enhancing clarity and engagement in the learning process.
The article highlights the importance of providing accurate examples of language points across A1 to C2 levels, ensuring a wide range of consistently accurate classroom language throughout lessons It emphasizes the need for awareness of key terms used to describe language effectively and the ability to answer simple learner questions by utilizing reference materials.
• Has r easonable kno wledg e of man y k ey terms f or describing languag e • Can ans w er most learner questions with the help of r ef er enc e mat erials.
• Has g ood kno wledg e of k ey t erms f or describing languag e • Can ans w er most learner questions with minimal use of r ef er enc e mat erials.
The individual possesses advanced knowledge of key terminology related to language description and can address most learner inquiries in detail while relying minimally on reference materials They are capable of reflecting on lessons with guidance and can learn from feedback, although they require support in self-assessing their own needs.
• Can r eflect on a les son without guidanc e and r espond positiv ely t o f eedback • Can self -as ses s o wn needs and identify some ar eas f or impr ov ement.
• Can r eflect critically and activ ely seek s f eedback • Can identify o wn str engths and w eaknes ses as a teacher , and can suppor t other t eacher s.
The individual consistently engages in critical reflection and observes colleagues, demonstrating a strong commitment to professional development They possess a keen awareness of their own strengths and weaknesses and actively support the growth of fellow teachers, fostering a collaborative learning environment.
Four stages of Teacher dev elopment Teaching Framework
Section III: Supporting sustainable professional development: A systematic approach
Teachers and trainers can utilize an online 'Tracker' tool to assess their competencies against the Framework This tool provides guided questions to determine a suggested development stage across five categories It generates a personalized, printable profile that visually represents the teacher's strengths and weaknesses through a bar graph, while also identifying areas for improvement and aiding in the planning of future study and training initiatives.
In the words of a teacher trainer working with the Tracker and
For the first time, English teachers can now assess their competencies in essential pedagogical areas through a comprehensive framework Participants in this project respond enthusiastically, appreciating the opportunity to evaluate their skills, as they have lacked such a resource previously The framework provides a clear and accessible roadmap, enabling teachers to easily identify their current standing and areas for improvement.
Teachers' ability to identify their own needs is crucial for effective professional development, as it ensures they engage in meaningful training rather than wasting time on content that is irrelevant or already familiar to them.
Fig.3: Individual teacher profile produced by the online tracker tool https://tracker.cambridgeenglish.org/
Section III: Supporting sustainable professional development: A systematic approach
Cambridge English Digital Framework for Teachers
Surveys of teachers reveal a significant professional learning need for enhanced competencies in digital learning Addressing this need will empower educators to build their confidence and effectively incorporate digital resources into their teaching practices.
Building teacher and trainer capacity through qualifications, courses and resources 22
In addition to developing Frameworks which provide systematic descriptions of relevant competencies and serve as useful diagnostic tools, Cambridge English provides a portfolio of qualifications, courses and resources designed to:
• improve teachers’ general English language proficiency and classroom language
• introduce and update teachers on methodologies which enable them to improve learning
• support teachers who are delivering their subject in English in compulsory and higher education contexts
• develop the skills that trainers need to train and support teachers.
Some of the key courses and exams are: Language for Teaching, Certificate in English Language Teaching – Primary/
Secondary (CELT-P and CELT-S), the Certificate in EMI Skills, Teaching Knowledge Test (TKT) and Train the Trainer These
The courses listed below offer blended and self-access training tailored to the specific needs of educators and their institutions These qualifications are aligned with the Cambridge English Teaching Framework, as illustrated in the accompanying diagram.
Our teacher development maps to every stage of the
Section III: Supporting sustainable professional development: A systematic approach
This online course is for teachers who are working in primary or secondary education, with learners aged 6-18.
The course is available at three proficiency levels—A2, B1, and B2—based on the initial language skills of the participating teachers Each level comprises three key modules: Language for the Classroom, Language for Teacher-Learner Communication, and Language for Professional Use.
Each module has a dual language focus on general English and English for the classroom, giving teachers the language they need to teach with confidence
The Language for Teaching courses are at Foundation to Proficient stages on the Cambridge English Teaching Framework.
The TKT is a modular, multiple-choice, paper-based test designed to assess the fundamental principles and practices of English language teaching It covers essential areas such as the language and background related to language learning and teaching, effective lesson planning, the utilization of resources for language instruction, and the management of the teaching and learning process.
It also includes specialist modules which focus on Content and Language Integrated Learning (CLIL) and Teaching young learners.
TKT is at Foundation to Developing stages on the Cambridge English Teaching Framework.
Online English teaching qualifications enhance teachers' skills for effective instruction at primary and secondary levels Designed for educators with an intermediate command of English (CEFR B1), these courses provide accessible content that supports their professional development and improves student outcomes.
These two courses equip teachers with effective strategies to tackle the main challenges of teaching English as a foreign language in primary and secondary schools, including managing large classes and motivating students Participants enhance their teaching knowledge and skills through a blend of online learning and hands-on teaching practice guided by an approved trainer.
The courses help them to:
• develop their understanding of, and ability to respond to, the specific needs of primary or secondary school learners
• extend the range of approaches for developing their learners’ language skills
To enhance learning both inside and outside the classroom, it is essential to become more aware of effective resource utilization The Cambridge English Teaching Framework categorizes CELT-P and CELT-S programs as being at the Foundation to Developing stages, highlighting their role in fostering resourcefulness in teaching practices.
Section III: Supporting sustainable professional development: A systematic approach
Certificate in EMI Skills (English as a Medium of Instruction)
This online course is designed for university professors, lecturers, tutors, and researchers whose primary language is not English, yet who utilize English for teaching, presenting academic work, and engaging with peers.
The course modules include video demonstrations of University of Cambridge lectures, seminars and tutorials The course aims to help higher education professionals to:
• communicate more effectively in English with students and colleagues
• use a range of language in different situations, from lectures and tutorials to conferences and online discussions
• increase familiarity with a range of skills for delivering instruction in English.
The Certificate in EMI Skills is at Proficient to Expert stages on the Cambridge English Teaching Framework.
This face-to-face course is designed for experienced educators aiming to enhance their skills in training English language teachers for primary and secondary education Participants will learn how to effectively conduct training sessions, observe classroom teaching, and provide constructive feedback Upon successful completion of the Train the Trainer course, teachers will be equipped with the necessary skills to support their peers in the CELT-P and CELT-S programs.
The course helps teachers to:
• develop skills for designing and delivering teacher training sessions and courses
• deepen their understanding of key issues in planning and delivering training courses
• develop an understanding of good practice in observing and giving feedback to course participants
• identify strategies for their further development as a trainer.
The Train the Trainer course is at Proficient to Expert stages on the Cambridge English Teaching Framework.
Cambridge English prioritizes equipping learners with essential skills for their future studies and careers To achieve this, the courses integrate strategies that enhance language proficiency, study techniques, and workplace skills, ensuring a comprehensive approach to learner development.
• increasing learners’ exposure to English and opportunities to develop language and skills
• increasing opportunities to engage in meaningful communication
• developing independent learning skills, and self- and peer assessment techniques
• developing skills for collaborative pair and group work
• developing lower and higher order thinking skills
• developing English alongside the use of technology
• developing creativity and resilience in learning.
To effectively merge theory with practice in Cambridge English courses, teachers engage in tasks that allow them to promptly apply new knowledge to real classroom scenarios and reflect on their experiences This method not only reinforces their understanding but also guarantees the relevance and successful implementation of innovative ideas and strategies.
This approach offers solutions for overcoming challenges like overcrowded classrooms, restricted resource availability, and enhancing student motivation and engagement with the curriculum Additionally, it empowers teachers to implement changes in their teaching methods gradually and effectively.
Providers opting for blended teacher development courses benefit from face-to-face sessions, assignments, and teaching practice in CELT-S and CELT-P, which allow for valuable feedback from tutors Additionally, online course modules and self-access materials offer immediate support and feedback, enhancing the learning experience.
Section III: Supporting sustainable professional development: A systematic approach
In 2016 Cambridge English added two Massive Open Online Courses (MOOCs) to our portfolio of online courses:
• Exploring the World of English Language Teaching, aimed at people considering teaching English as a foreign language
• Teaching your Subject in English, aimed at developing subject teachers’ confidence to use English effectively in teaching their subject.
The primary objective of our MOOCs is to enhance learner outcomes by offering accessible training for teachers who have limited time and opportunities for professional development These MOOCs enable teachers to engage in effective training that fits their busy schedules.
Participants in Cambridge English MOOCs have the flexibility to work at their own pace while engaging with a diverse global learning community This unique environment allows learners from nearly every country to benefit from social learning opportunities, fostering collaboration and knowledge sharing through the experiences of others.
• share issues and solutions across a range of contexts
• take a first step towards further professional development
MOOCs effectively enhance teachers' awareness of their professional development needs, while social learning facilitated by Cambridge English educators and mentors serves as a strong motivator for teachers to reflect on and improve their teaching practices.
Section III: Supporting sustainable professional development: A systematic approach
Cambridge English also provides world-leading teaching qualifications for new and experienced teachers who mostly work in non-compulsory education and private language schools
Certificate in Teaching English to Speakers of Other Languages (CELTA)
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In the article "What do grassroots teachers need?" by Weston (2013), published in "Towards a Royal College of Teaching: Raising the Status of the Profession," the author emphasizes the essential requirements for grassroots educators to enhance their effectiveness Weston argues that professional development, adequate resources, and a supportive community are critical for teachers to thrive in their roles The piece highlights the importance of elevating the teaching profession's status to attract and retain quality educators, ultimately benefiting student outcomes By addressing these needs, the article advocates for a more robust framework that empowers teachers and fosters a culture of excellence in education.
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1 Ministry of Education Bhutan 2014; Ministry of Education
38 Constructed examples based on past Cambridge English projects with teachers
54 Gates Foundation 2014; Teacher Development Trust 2015
60 Teachers Development Trust 2015, Orafi and Borg 2009
63 British Council, Cambridge Assessment English, EAQUALS 2015