PROPOSED TEACHER EDUCATION QUALIFICATIONS – LANGUAGE TEACHING
New Zealand Certificate in Language Teaching
Level 4 – 40 credits
New Zealand Certificate in Language Teaching
Level 5 – 60 credits
STRATEGIC PURPOSE STATEMENTS
This introductory language teaching qualification is for individuals engaged in, or seeking, a language educator
position in Aotearoa New Zealand or overseas, often on a casual or voluntary basis. Individuals may include domestic
or international candidates, who are proficient users of the target language.
This qualification is for individuals engaged in or seeking a language educator position in Aotearoa New Zealand or
overseas. It represents a base level qualification for a professional language educator. Candidates will be expert
users of the target language and may be domestic or international.
Graduates will have the foundation skills, knowledge and attributes required of a language educator practising under
broad professional guidance. They will be able to assist learners with the development of language skills to facilitate
their participation in diverse language communities.
Graduates will have the skills, knowledge and attributes required of an independent language educator. They will be
able to equip learners with language skills to facilitate their participation in diverse language communities.
Graduates will have an understanding of a range of pedagogical principles and will be informed by Aotearoa New
Zealand's Te Tiriti o Waitangi, Pacific location, and multicultural environment. They will understand the indigenous
status of Tangata Whenua and the role of Tangata Tiriti in relation to the given contexts in which they practise.
Graduates will have an understanding of a range of pedagogical principles and will be informed by Aotearoa New
Zealand's Te Tiriti o Waitangi, Pacific location, and multicultural environment. They will understand the indigenous
status of Tangata Whenua and the role of Tangata Tiriti in relation to the given contexts in which they practise.
Graduates in offshore contexts will demonstrate sensitivity and respect for the language background and cultural
framework of the learners, the community and the country within which delivery takes place.
Graduates in offshore contexts will demonstrate sensitivity and respect for the language background and cultural
framework of the learners, the community and the country within which delivery takes place.
GRADUATE PROFILE OUTCOMES
Graduates of this qualification will be able to:
Graduates of this qualification will be able to:
Design (15 credits)
Design (20 credits)
1. Plan lessons, under broad guidance, to respond to the language needs within a specific learning context.
1. Design a sequence of lessons to respond to the language needs of learners within a specific learning context.
2. Analyse language, with support, for teaching purposes.
2. Analyse language for teaching purposes and apply analysis to lesson design.
Facilitate Learning (15 credits)
Facilitate Learning (20 credits)
3. Foster an environment which gives primacy to learners and respects their mana and diverse backgrounds.
3. Foster an environment which gives primacy to learners and respects their mana and diverse backgrounds, and
the wider educational and societal context.
4. Deliver lessons to facilitate language learning.
Assess and Evaluate (10 credits)
4. Deliver a planned sequence of lessons to facilitate language learning and respond to learner needs, within the
lessons.
5. Use assessment processes to enhance language learning
Assess and Evaluate (20 credits)
6. Reflect on teaching and respond to feedback
5. Use a range of methods to assess learners and inform ongoing practice.
6. Critically reflect and explore options to improve own practice.
Page 1 of 4
TEd Qualifications – Language Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – LANGUAGE TEACHING
New Zealand Certificate in Language Teaching
Level 4 – 40 credits
New Zealand Certificate in Language Teaching
Level 5 – 60 credits
PATHWAYS
Education Pathway
Education Pathway
Graduates of this qualification may undertake further study towards:
 New Zealand Certificate in Language Teaching (Level 5)
Graduates of this qualification build on the knowledge gained in the New Zealand Certificate in Language Teaching
(Level 4) and may undertake higher level language teaching qualifications at Level 6 and above.
Employment and Community Pathways
Employment and Community Pathways
Graduates of this qualification will have the basic knowledge and skills to teach language under guidance in the
community and other informal educational settings:
 Language tutors in the community
 Teacher aides
 Language assistants
Graduates of this qualification will have the applied knowledge and skills to teach language in a range of educational
settings:
 Classroom language teachers
 On-line language tutor
 Language trainers
QUALIFICATION SPECIFICATIONS
Qualification award
This qualification will be awarded to people who have met the requirements of the outcomes. Credit gained for an
outcome may be used only once to meet the requirements of this qualification. Awarding bodies for this
qualification will be any education organisation accredited under section 38 of the Education Amendment Act 2011
to deliver a programme leading to the qualification. The certificate will display the NZQF logo and the name and
logo of the awarding body.
Arrangements for managing consistency
All education organisations either arranging training or delivering programmes that lead to the award of the
qualification are required to participate with the qualification developer in a scheduled consistency process. This will
involve establishing a periodic cycle for the external consistency review, reviewing evidence associated with
graduates’ achievement of outcomes, and agreeing acceptable standards and/or benchmarks for qualification
outcome achievement, and areas for improvement.
New requirements for assuring consistency of graduate outcomes are being developed. Please refer to the
Guidelines for approval of New Zealand qualifications for listing on the New Zealand Qualifications Framework
available at http://www.nzqa.govt.nz/providers-partners/consistency-of-graduate-outcomes/
Credit transfer and recognition of prior learning arrangements
Education organisations must have policies and procedures in place for managing credit transfer, and assessing
recognition of prior learning and recognition of current competency. These policies and procedures, and associated
fees must be available to the candidates prior to enrolment.
Where recognition of existing skills and knowledge is requested by the candidate, this will be arranged by the
education organisation delivering the programme leading to the qualification.
To facilitate credit transfer, education organisation must clearly demonstrate the equivalency between each of the
outcomes in the graduate profile, and the assessment components of their programmes
Minimum standard of achievement and standards for grade endorsements
The minimum standard of achievement required for the award of the qualification will be the achievement of all the
graduate outcomes in the graduate profile. There are no grade endorsements for this qualification
Entry requirements
Candidates need to demonstrate competence in the target language at Common European Framework of Reference
(CEFR) B2 or above. Target language refers to the language which is to be taught.
Entry requirements
Candidates need to demonstrate proficiency in the target language at Common European Framework of Reference
(CEFR) C1 or above. Target language refers to the language which is to be taught.
Recognition of Prior Learning (RPL) /Recognition of current competency (RCC)
Other recognised language teaching qualifications that demonstrate evidence of competency of specific outcomes
can be accepted for RPL/RCC.
Recognition of Prior Learning (RPL) /Recognition of current competency (RCC)
Other recognised language teaching qualifications that demonstrate evidence of competency of specific outcomes
can be accepted for RPL/RCC
Page 2 of 4
TEd Qualifications – Language Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – LANGUAGE TEACHING
New Zealand Certificate in Language Teaching
Level 4 – 40 credits
New Zealand Certificate in Language Teaching
Level 5 – 60 credits
QUALIFICATION CONDITIONS
Conditions for programme structure
 Candidates must complete an observed and assessed practicum of a minimum of 3 teaching hours.
 Practicum must include teaching: listening, speaking, reading and writing skills.
 Programmes should demonstrate integrated assessment of all outcomes.
 Outcomes should be integrated across programme design.
Conditions for programme context
 Practical experience must be in an authentic teaching context.
 Authentic refers to a wide variety of educational and instructional techniques connecting what candidates
learn to the world beyond the classroom, issues and applications.
Other Conditions
 Te Tiriti o Waitangi refers to an agreement signed between the representatives of the British Crown and
approximately 540 Māori chiefs, known as The Treaty of Waitangi (the English version) and Te Tiriti o
Waitangi (the Māori version), that became New Zealand's founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of New Zealand and literally means
"people of the land", from tangata, 'people' and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose rights to live in Aotearoa New Zealand derive
from Te Tiriti o Waitangi and the arrangements that the Crown has established under a common rule of law,
and the equity provisions of Article 3 of Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the Treaty"
and refers to peoples of ethnic origins, other than Māori, who live in New Zealand.
 Candidates must operate within organisational requirements.
 Providers need to ensure candidates are aware of the legal and ethical considerations of their sector.
Conditions for programme structure
 Candidates must complete an observed and assessed practicum of a minimum of 6 teaching hours.
 Programmes should demonstrate integrated assessment of all outcomes.
 Outcomes should be integrated across programme design.
Conditions for programme context
 Practical experience must be in an authentic teaching context.
 Delivery of a programme leading to this qualification can be in the: primary, secondary, tertiary, community,
on-line or global contexts.
 Authentic refers to a wide variety of educational and instructional techniques connecting what candidates
learn to the world beyond the classroom, issues and applications.
Other Conditions
 Te Tiriti o Waitangi refers to an agreement signed between the representatives of the British Crown and
approximately 540 Māori chiefs, known as The Treaty of Waitangi (the English version) and Te Tiriti o
Waitangi (the Māori version), that became New Zealand's founding document.
 Tangata Whenua refers to a Māori term of the indigenous peoples of New Zealand and literally means
"people of the land", from tangata, 'people' and whenua ‘land’.
 Tangata Tiriti refers to a generic term to describe people whose rights to live in Aotearoa New Zealand derive
from Te Tiriti o Waitangi and the arrangements that the Crown has established under a common rule of law,
and the equity provisions of Article 3 of Te Tiriti o Waitangi. Tangata Tiriti translates as "People of the Treaty"
and refers to peoples of ethnic origins, other than Māori, who live in New Zealand.
 Candidates must operate within organisational requirements.
 The practicum must include teaching of: listening, speaking, reading and writing skills, and integrating
vocabulary, grammar and phonology in an authentic teaching context with a group of actual learners.
 Programme must provide opportunities for candidates to engage in reflective practice throughout the course
of study.
 Providers need to ensure candidates are aware of the legal and ethical considerations of their sector.
Page 3 of 4
TEd Qualifications – Language Teaching – For Consultation November 2014
PROPOSED TEACHER EDUCATION QUALIFICATIONS – LANGUAGE TEACHING
New Zealand Certificate in Language Teaching
Level 4 – 40 credits
New Zealand Certificate in Language Teaching
Level 5 –60 credits
OUTCOME SPECIFIC CONDITIONS
Design (15 credits)
1. Plan lessons, under broad guidance, to respond to the language needs within a specific learning context.
Conditions:
 Planning lessons can include creating new or adapting existing activities and resources to meet learner
needs.
 Responding to language needs of their learners requires consideration of basic principles of language
acquisition, learner characteristics, background, language and literacy level and aspirations
 A specific learning context includes the language and cultural background of the learners
Design (20 credits)
1. Design a sequence of lessons to respond to the language needs of learners within a specific learning context.
Conditions:
 A sequence of lessons refers to lessons of different types, using a range of strategies, activities and resources
 Responding to the language needs of their learners requires consideration of principles of language
acquisition and learner characteristics, background, language and literacy level and aspirations.
 A specific learning context includes the language and cultural background of the learners, and wider
educational and societal factors.
2. Analyse language, with support, for teaching purposes.
Conditions:
 Analysis of language includes accurate use of basic meta-language relating to linguistic features, language
skills and sub-skills.
2. Analyse language for teaching purposes and apply analysis to lesson design.
Conditions:
 Analysis of language includes accurate use of meta-language relating to linguistic features, language skills
and sub skills.
Facilitate Learning (15 credits)
3. Foster an environment which gives primacy to learners and respects their mana and diverse backgrounds.
Conditions:
 Foster an environment refers to creating rapport, and managing the learning process and professional
relationships with colleagues and learners
 Mana refers to the unique characteristics of adult learners as individuals.
Facilitate Learning (20 credits)
3. Foster an environment which gives primacy to learners and respects their mana and diverse backgrounds, and
the wider educational and societal context.
Conditions:
 Foster an environment refers to creating rapport, and managing the learning process and professional
relationships with colleagues and learners
 Mana refers to the unique characteristics of adult learners as individuals.
4. Deliver lessons to facilitate language learning.
Conditions:
 Lessons refer to those planned in Outcome 1
 Facilitate language learning refers to:
 a learner-centred approach, reflecting key principles of language acquisition
 purposeful learning and teaching activities that contribute to achieving lesson aims assisting learners to
develop language learning strategies.
Assess and Evaluate (10 credits)
5. Use assessment processes to enhance language learning
Conditions:
 Use assessment processes refers to the use of provided methods and tools in order to give feedback to
learners taught in Outcome 4, and to inform further teaching.
 Candidates at this level are not expected to design assessments.
6. Reflect on teaching and respond to feedback
Conditions:
 Reflection on teaching considers factors affecting the learner and educational purpose.
 Feedback may refer to evaluation from trainers, peers and learners.
4.
Deliver a planned sequence of lessons to facilitate language learning and respond to learner needs, within the
lessons.
Conditions:
 Lessons refer to those planned in Outcome 1
 Facilitate language learning refers to:
 a learner-centred approach, reflecting principles of language acquisition
 purposeful learning and teaching activities to achieve lesson aims
 assisting learners to develop independent language learning strategies.
Assess and Evaluate (20 credits)
5. Use a range of methods to assess learners and inform ongoing practice.
Conditions:
 Candidates are required to select, adapt and moderate assessments that align to the learning outcomes of
the programme
 A range of methods may include diagnostic, formative and summative assessment.
6.
Critically reflect on own practice and explore options to improve practice.
Conditions:
 Critically reflect involves ongoing review of practice in the light of feedback and with reference to theoretical
models, learner factors and educational purpose
 Practice includes the teaching and learning process, professional awareness and responsibility, and
collegiality.
Page 4 of 4
TEd Qualifications – Language Teaching – For Consultation November 2014