1.Introduction
Language proficiency is the linchpin of nonnative EFL teacher competencies ( ACTFL, 2002; Andrew, 2003; Ben-Peretz, 2010; Butler, 2004; Elder & Ok Ki, 2014;Farrell & Richards, 2007; Murdoch, 1994; Richard, 2012; Richards, Conway, Roskvist & Harvey, 2013; Seidlhofer, 1999). For example, Murdoch called language proficiency as “the bedrock of non native EFL teachers’ professional confidence” (p. 254). In the same vein, research by Seidlhofer (1999) shows that language teacher’s confidence is dependent upon his or her own level of language proficiency, so a teacher who perceives herself or himself to be weak in the target language will have low confidence in her or his teaching ability. Due to the importance of language proficiency …show more content…
They are descriptions of what individuals can do with language in terms of speaking, writing, listening, and reading in real world situations in a spontaneous and non-rehearsed context. For each skill, these guidelines identify five major level of proficiency: distinguished, Superior, Advanced, Intermediate, and Novice. The major levels, Advanced, Intermediate, Novice, are subdivided into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of proficiency from that of highly articulate, well-educated language user to a level of little or functional ability. The guidelines present the level of proficiency as ranges, and describe what an individual can and cannot do with language at each level. Together these levels form a hierarchy in which each level subsumes all lower …show more content…
Some countries including China, Egypt, and Mexico create EFL teacher standards from scratch. For example, in China, EFL teacher performance standards are developed with local application in mind around eight domains of knowing students; appreciating attitudes; planning, delivering and reflecting on instruction; constructing knowledge of languages, language learning, and critical thinking; exploring and applying culture; assessing teaching and learning; connecting beyond the classroom; and expanding profession horizons (Agor cited in Katz &Snow, 2009). In Egypt, four sets of educational standards are developed for teachers, teacher trainers, educational leaders, and in-service training courses within the Egyptian public school EFL context around seven domains of vision and advocacy, language proficiency, professional knowledge base, planning and management of learning, assessment and evaluation, learning community and evaluation and professionalism( Katz & Snow, 2003). Some other countries including Albania, Uruguay, Ecuador adapt TESOL teacher standards (Kuhlman, 2010; Kuhlman & Knezevic,
Language proficiency is the linchpin of nonnative EFL teacher competencies ( ACTFL, 2002; Andrew, 2003; Ben-Peretz, 2010; Butler, 2004; Elder & Ok Ki, 2014;Farrell & Richards, 2007; Murdoch, 1994; Richard, 2012; Richards, Conway, Roskvist & Harvey, 2013; Seidlhofer, 1999). For example, Murdoch called language proficiency as “the bedrock of non native EFL teachers’ professional confidence” (p. 254). In the same vein, research by Seidlhofer (1999) shows that language teacher’s confidence is dependent upon his or her own level of language proficiency, so a teacher who perceives herself or himself to be weak in the target language will have low confidence in her or his teaching ability. Due to the importance of language proficiency …show more content…
They are descriptions of what individuals can do with language in terms of speaking, writing, listening, and reading in real world situations in a spontaneous and non-rehearsed context. For each skill, these guidelines identify five major level of proficiency: distinguished, Superior, Advanced, Intermediate, and Novice. The major levels, Advanced, Intermediate, Novice, are subdivided into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of proficiency from that of highly articulate, well-educated language user to a level of little or functional ability. The guidelines present the level of proficiency as ranges, and describe what an individual can and cannot do with language at each level. Together these levels form a hierarchy in which each level subsumes all lower …show more content…
Some countries including China, Egypt, and Mexico create EFL teacher standards from scratch. For example, in China, EFL teacher performance standards are developed with local application in mind around eight domains of knowing students; appreciating attitudes; planning, delivering and reflecting on instruction; constructing knowledge of languages, language learning, and critical thinking; exploring and applying culture; assessing teaching and learning; connecting beyond the classroom; and expanding profession horizons (Agor cited in Katz &Snow, 2009). In Egypt, four sets of educational standards are developed for teachers, teacher trainers, educational leaders, and in-service training courses within the Egyptian public school EFL context around seven domains of vision and advocacy, language proficiency, professional knowledge base, planning and management of learning, assessment and evaluation, learning community and evaluation and professionalism( Katz & Snow, 2003). Some other countries including Albania, Uruguay, Ecuador adapt TESOL teacher standards (Kuhlman, 2010; Kuhlman & Knezevic,