Qualification details
Title
New Zealand Certificate in Language Teaching (Level 4)
Version
1
Qualification type
Certificate
Level
4
Credits
40
NZSCED
070199 Education > Teacher Education > Teacher Education not
elsewhere classified
Qualification developer
NZQA Qualifications Services on behalf of and in collaboration
with the sector.
Next review
31 December 2020
Approval date
January 2016
Strategic purpose statement
This introductory language teaching qualification is for those who
are or want to be a language educator in Aotearoa New Zealand
or overseas. It represents a foundation level qualification for a
language educator practising under broad professional guidance.
Outcome Statement
Candidates will be proficient users of the target language, which
may be English or any other language.
Graduate profile
Graduates of this qualification will be able to:
- plan lessons, under broad guidance, to respond to the
language needs of learners within a specific learning context
- analyse language, with support, for teaching purposes
- use learner-centred teaching strategies that respect learners’
mana and diverse backgrounds, in order to facilitate quality
learning
- deliver lessons to facilitate language learning
- use assessment processes to enhance language learning
- reflect on own teaching practice and respond to feedback.
Education pathway
Graduates of this qualification may undertake further study
towards Level 5 qualifications in language teaching.
Employment pathway
Graduates of this qualification will have the basic knowledge and
skills to teach language under guidance in the community and
other informal educational settings in such roles as:
- language tutors in the community
- teacher aides
- language assistants.
Qualification Reference 2757
© New Zealand Qualifications Authority 2015
Page 1 of 4
Qualification specifications
Qualification award
Awarding bodies for this qualification will be any education
organisation accredited under section 250 of the Education Act
1989 to deliver a programme leading to the qualification. The
certificate will display the NZQF logo and the name and logo of
the awarding body.
Evidence requirements for
assuring consistency
Standard evidence for programme providers may include:
- assessment information leading to the achievement of the
graduate outcomes
- a portfolio of candidate work relating to the qualification and
the annual review focus requirements
- graduate and/or stakeholder/end-user feedback on outcome
achievement
- tertiary education organisation (TEO) moderation outcomes
which may include moderation/benchmarks across common
programmes.
Minimum standard of
achievement and standards for
grade endorsements
Achieved.
Other requirements for the
qualification (including regulatory
body or legislative requirements)
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.
General conditions for the programme leading to the qualification
General conditions for
programme
‐
‐
Qualification Reference 2757
© New Zealand Qualifications Authority 2015
Outcomes should be integrated across programme design in
a way that makes it clear outcomes are mutually supportive
and not entirely discrete.
In a programme, assessment of all outcomes should be
integrated so each assessment task provides evidence of at
least two outcomes in ways that demonstrate their
interdependence.
‐
Practicum must be carried out in an authentic teaching or
training context. Authentic refers to a wide variety of possible
cultural and educational contexts. It involves instructional
techniques that connect what candidates learn to the world
beyond the classroom and enable the application of the
learning in that world.
‐
Candidates must complete an observed and assessed
practicum of a minimum of 3 teaching hours, which includes
teaching of: listening, speaking, reading and writing skills.
‐
During practicum, candidates may be working with learners
18 years and under. In this case, practical experience will
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‐
require a safety check to comply with the requirements of the
Vulnerable Children Act 2014. For more information on the
Vulnerable Children Act 2014, safety checking regulations
and guidelines see http://childrensactionplan.govt.nz.
Programmes must include a range of pedagogical principles.
These principles include those informed by Te Tiriti o
Waitangi, to ensure that the indigenous status of Tangata
Whenua and the role of Tangata Tiriti are understood. The
principles also include those informed by Aotearoa New
Zealand’s Pacific location and multicultural environment.
Programmes delivered outside Aotearoa New Zealand must
include cultural practices in relation to the given contexts in
which graduates will practice.
Glossary
‐
‐
Candidate is the person who is enrolled in a programme
leading to this qualification.
Learner is the person who, in turn, is taught by the candidate.
Conditions relating to the Graduate profile
Qualification outcomes
Conditions
1
Planning lessons can include creating new or adapting existing
activities and resources to meet learner needs.
Responding to language needs of learners requires
consideration of basic 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.
Plan lessons, under broad
guidance, to respond to the
language needs of learners
within a specific learning
context.
Credits 10
2
Analyse language, with
support, for teaching purposes.
Credits 5
3
Use learner-centred teaching
strategies that respect
learners’ mana and diverse
backgrounds, in order to
facilitate quality learning.
Credits 10
Analysis of language includes accurate use of basic metalanguage relating to linguistic features, language skills and subskills.
Learner-centred includes a values-based framework based on
respect for:
‐ the mana and diverse cultural backgrounds of learners
‐ Te Tiriti o Waitangi
‐ professional relationships with learners.
Mana refers to the unique characteristics of adult learners as
individuals and what they bring to their learning.
4
Deliver lessons to facilitate
language learning.
Credit 5
Qualification Reference 2757
© New Zealand Qualifications Authority 2015
Lessons refer to those planned in outcome one
Facilitate language learning refers to:
‐ a learner-centred approach, reflecting key principles of
language acquisition
‐ purposeful learning and teaching activities that contribute to
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‐
5
Use assessment processes to
enhance language learning.
Credits 5
6
Reflect on own teaching
practice and respond to
feedback.
Credits 5
Qualification Reference 2757
© New Zealand Qualifications Authority 2015
achieving lesson aims
assisting learners to develop language learning strategies.
Use assessment processes refers to the use of provided
methods and tools in order to give feedback to learners taught in
outcome four, and to inform further teaching.
Candidates at this level are not expected to design assessments.
Reflection on own teaching practice considers factors affecting
the learner and educational purpose.
Feedback may refer to evaluation from trainers, peers and
learners.
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