Professional teaching standards: language and culture component for teachers of ESL learners
In order to be described
as accomplished,
Draft 31March04
Dispositions towards language and culture
Understandings about language and culture
Skills in language and culture
Who does a teacher have to ‘be’ in regard to
language and culture?
What does a teacher need to understand or
‘know’ about language and culture?
What does a teacher need to ‘do’ in regard to
language and culture?
Educational setting
An accomplished teacher acts as
 a continuing learner in everything related to
language and culture
 an advocate for anti-racism, reconciliation
and cultural inclusivity
 a mediator in students’ cross-cultural and
English language learning experiences
An accomplished teacher understands
 the diversity of languages and cultures among
students and how these differ between home
and educational institute
 how racism and language pride affect human
relations in education
 the diversity of English language
proficiencies among students and how these
vary in listening, speaking, reading, viewing
and writing
An accomplished teacher
 finds out about students’ home languages,
cultures, histories and aspirations
 finds out how racism and ethnocentrism are
operating in the school and classroom
 finds out about students’ English language
proficiencies in listening, speaking, reading,
viewing and writing
Orientation to learning
and teaching
An accomplished teacher acts as
 a resource person concerning the culture and
language of curriculum areas and schooling
 a mentor in students’ cultural, cross-cultural
and anti-exclusionary learning, both in
general and in particular learning areas
 a mentor in students’ English language
development, both in general and in
particular learning areas
An accomplished teacher understands
 the culture and language of different
curriculum areas, which is part of the subject
content
 what is involved in learning an additional
language and culture
 how to develop students’ English language
and cultural proficiencies so that they can
achieve the learning outcomes they are
capable of
An accomplished teacher
 teaches and explicitly assesses the culture and
language of required learning areas,
acknowledging it as learning content
 personally acknowledges and responds to the
challenges and frustrations involved in crosscultural learning and teaching
 supports the development of students’
English language and cross-cultural
proficiencies, and builds on their existing
funds of knowledge
An accomplished teacher acts as
 a monitor and change-agent regarding
inappropriate assumptions about how
language and culture functions in learning,
teaching and assessment
 a monitor and change-agent regarding
inappropriate representations of students in
planning, teaching, assessing and reporting
 an initiator in developing cross-cultural and
English language learning opportunities for
all students
An accomplished teacher understands
 how learning can be facilitated or obstructed
by a teacher’s cultural assumptions, use of
language and the opportunities set up for
students’ use of language
 that representations of students, as in
outcome statements, classroom feedback and
reporting, are shaped by language and culture
and may be inappropriate
 how classroom talk and text can be made
more accessible, inclusive and productive
An accomplished teacher
 uses a language level and cultural references
appropriate to students’ learning
 finds effective ways to communicate
personally with students, parents and
caregivers and to respond to cross-cultural
conflict
 selects and designs activities and materials
responsive to students’ language and culture
Professional practice