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November 21, 2013

How good a teacher are you?

oup-epg.jpgRobert McClarty, Head of Professional Development at OUP, gives a brief introduction to the European Profiling Grid (EPG) project to help improve the quality and effectiveness of language training.

I play golf in the most average way possible. I have been at the same level of golf since I left school around forty years ago. If I were learning English, my teacher would already have placed me right in the middle of the intermediate plateau. Luckily, golf is only a hobby so I don’t have to justify my level to anyone but myself.

Language teachers, on the other hand, have always found it hard to assess themselves. For a long time we have had the debate about native speakers as opposed to non-native speakers. Then there have been disputes as to whether knowledge of the language or ability to illustrate that knowledge and pass it on is the more important skill.

There are a number of initial teaching qualifications for language teachers, others for more experienced ones, and then a wide range of post-graduate qualifications. But how much do they improve the quality of someone’s teaching? Experience seems valued until the teacher has been somewhere too long; inexperience is valued because it is usually added to with zest and vigour. But there is always a question mark over the rookie teacher, despite the fact that they innovate without meaning to and often bring genuine passion to the classroom.

Within teaching establishments there is usually a wide range of teacher profiles with a completely individual mix of talents and qualities, strengths and occasional weaknesses. That is what’s so engaging about language teaching – but it also brings its own risk. Other professions can increase the value and the price of their service simply by having a linear progression of qualifications. This will never work for education. There are too many other factors to take into consideration.

Read the full post on the OUP ELT Global Blog.

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