Please fill in your Name
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| A - Language teaching |
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| 1 - Language and Culture |
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| I can establish the needs of the learners with particular reference to their (working/vocational) background that they bring into the learning environment |
1 2 3 |
| I can select and sequence teaching points with regard to different levels of language competence and to particular language needs identified for the learners` (working) situation |
1 2 3 |
| I can select, adapt and develop materials that cater for the particular needs of a learner/group of learners in a particular (working) environment |
1 2 3 |
| I can formulate aims and teaching points for both courses and training sessions based on the results of a needs analysis |
1 2 3 |
| I can make use of reference materials and publications in a particular field (of work) in order to understand the language needs of my learners |
1 2 3 |
| I can show an understanding of cultural issues in (vocationally oriented) language learning and demonstrate intercultural awareness |
1 2 3 |
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2 - Language Learning Processes |
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I am aware of key issues in educational psychology, the psychology of learning and theories of language acquisition |
1 2 3 |
| I can integrate the educational and professional experience the learners bring with them into the learning environment |
1 2 3 |
| I can maintain learners` motivation by adapting training to meet the needs of the group and the individual, bearing in mind the specific language needs of learners in their work context |
1 2 3 |
| I can incorporate into the learning environment elements which will help learners identify their language needs (in their work context) and develop learning skills and strategies which will help them meet these needs |
1 2 3 |
| I can identify learners` level of language competence, particularly with respect to the identified language needs of the workplace, give them feedback and correct errors in a way that is helpful to them |
1 2 3 |
| I can counsel learners with regard to their learning process, encouraging learner autonomy in assessing and evaluating their own performance and progress |
1 2 3 |
| I can use activities which encourage learners to explore the role of their first language in the language learning process |
1 2 3 |
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3 - Language Teaching Methodology |
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I can select, adapt and develop materials and methods to suit the aims of a specific learner/group of learners in a VOLL situation |
1 2 3 |
| I can ensure that the needs of learners of different levels are catered for |
1 2 3 |
| I can analyse classroom dynamics and the development of group processes, and I am sensitive towards the relationships that may exist in the workplace |
1 2 3 |
| I can use a variety of techniques and task types, including complex learning tasks such as project work using media in a classroom or blended learning situation |
1 2 3 |
| I can design learning tasks to supplement learning materials in order to develop particular language skills or cater for specific workplace-related language needs |
1 2 3 |
| I can use a variety of media competently (e.g. video / DVD, CD-ROM, Internet etc.) |
1 2 3 |
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4 - Planning and Evaluation |
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I can use suitable tools for needs analysis, and design a language course( in a work context) |
1 2 3 |
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I can state aims and objectives for a course (with reference to the learners≠ work context) |
1 2 3 |
| I can select, structure and sequence materials for language courses( in a VOLL context) |
1 2 3 |
| I can analyse syllabi and course material in order to identify missing components and supply materials for these |
1 2 3 |
| I can advise students with regard to further courses of study and available language certificates / qualifications |
1 2 3 |
| I can integrate assessment procedures into the course design |
1 2 3 |
| I can explain the organisational, costing and marketing policies where relevant |
1 2 3 |
| I can use suitable tools for competence-based evaluation of a learner/group of learners with identifies needs. |
1 2 3 |
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5 - Self-Assessment and Development |
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I use a variety of methods and techniques for observation, self-observation and reflection and draw conclusions for future teaching |
1 2 3 |
| I ask for and make use of specific feedback as well as giving constructive feedback to colleagues |
1 2 3 |
| I recognise my own strengths and weaknesses as a teacher and plan and organise my own further professional development |
1 2 3 |
| I recognise the necessity of working with colleagues and with people working in the field |
1 2 3 |
| I use methods of classroom research to develop general professional competence as well as specific skills |
1 2 3 |
| I can identify, access and use relevant sources of information in order to develop a basic understanding of previously unfamiliar vocational / work- related fields in order to improve my understanding of work-related fields and the language training need. |
1 2 3 |
| B - Experience / Qualifications in Information and Communications Technologies (ICT) |
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Computer literacy: I understand the basic functions of computer hardware and software. |
1 2 3 |
| Word processing: I am familiar with and can use all general features of commonly used word processing packages. |
1 2 3 |
| E-mail: I am familiar with and can use all major features of e-mail programmes in general contexts. |
1 2 3 |
| Internet use: I can exploit World Wide Web resources online and offline for my personal use and deployment in classroom situations. |
1 2 3 |
| Standard software (dictionaries, CD-ROMs, games): I am familiar with and can use generally available electronic reference materials in the target language. |
1 2 3 |
| Standard language learning software: I am familiar with commercially available language learning software packages. |
1 2 3 |
| Language analysis programs (e.g. concordancers): I am familiar with commonly used programs for the analysis of language use. |
1 2 3 |
