They:

• identify the learning needs of individual learners
• prioritise positive relationships with studentsand understand the connection between students’ health and wellbeing and their academic progress
• engage with current theories of education, general principles of teaching and learning, and classroom management
• keep up to date with developments in the field of education through professional learning, professional reading and/or research
• are aware of the culture(s) of schooling in the contexts in which they teach
• actively engage with school and education policies, and curriculum frameworks
• are able to locate languages within a wider educational context, creating connections with other curriculum areas, school priorities and with extracurricular activities.

They:

• have knowledge of the languages and cultures they teach, which enables them to participate in interactions in the language, in and out of the classroom
• understand that learners bring their own language and culture experiences to the classroom, and actively acknowledge and seek to include these experiences in the classroom
• are actively involved in maintaining and developing their knowledge of the languages and cultures they teach and seek out opportunities to use their knowledge and to keep up to date with how the target language is used in and amongst language communities
• have explicit knowledge and a working understanding of the linguistic and cultural systems of the language and how these systems work in the social lives of people
• understand the relationship between language and culture and have an awareness and understanding of the role of language and culture in human interaction and identity
• use this knowledge to enhance their students’ learning.

They:

• have knowledge of current developments in language learning and teaching research and develop their knowledge further by engaging in professional learning, professional reading and/or research
• use their knowledge of language and culture in order to promote learning in ways that are appropriate for learners in context, and which differentiate for the diversity among their students, using authentic language and resources
• create a culture of learning in their classrooms that fosters interest in languages and their users, and encourages learners to accept responsibility for their own learning
• select in a principled way from a range of methodologies for languages teaching, taking into consideration the learners, the learning context, curriculum goals, and the aspect of language being taught. These choices are made at both the overall level of planning and in teaching in the classroom
• have a cohesive view of curriculum in which planning, teaching, resourcing, assessing, evaluating and renewing are done coherently according to a principled approach to languages teaching. Accomplished teaching is reflected by an ability to explain the choices being made in planning and teaching to multiple audiences including students, parents, and other teachers
• use assessment to examine understanding, learning, and performance, and to foster, evaluate, and plan for future learning
• know and use a range of assessment approaches and select assessment tasks which are appropriate to the purposes of the assessment and learners, and use the assessment to provide effective feedback, making informed decisions about the next steps in learning, and reporting
• use various kinds of data to evaluate and modify learning and teaching programs for continuous improvement
• integrate technology to enhance language learning and teaching and as a means of communication to make language use more relevant and meaningful.

They:

• have a developed knowledge of their current students, and strategies at their disposal to get to know new groups or individual students
• establish trust with their learners that fosters an empathetic and inclusive view of self and others
• know and reflect on their own values and ideological positions and demonstrate respect for the different values of learners, communities and cultures
• understand their role as a representative of the profession
• seek to enable students to understand issues from multiple perspectives so that they can make their own choices and judgments
• view themselves as activators of potential, not just deliverers of curriculum.

They:

• contribute to the profession in a range of ways that work to develop a culture of professionalism
• establish and maintain professional relationships through links to and collaboration with colleagues in their schools and in the wider educational community
• work as a team with school leaders to advance languages learning in their specific context
• actively network with other languages teachers informally and through professional associations
• prioritise positive relationships with their language teaching colleagues and understand the connection between teacher health and well-being and classroom and whole-school cohesiveness.
• actively participate in mentoring partnerships with other teachers, including more and less experienced teachers, for mutual benefits
• lead and actively engage with/in languagerelated areas locally, regionally, nationally and/or internationally.

They:

• engage with contemporary dynamic social, political, economic, and technological contexts
• connect with a wide sphere of understanding of how languages and language learning relate to global realities
• understand the impact of languages and cultures on the local and global context and on how people understand their place in the world
• foster learners’ active engagement with such broader issues and prepare their students to become knowledgeable and responsible adult participants in the global community.

They:

• are advocates for languages both with and for students, schools and communities, and engage the wider community in the advancement of language learning
• articulate the importance of language learning in a comprehensive, future-focused education.

They:

• demonstrate a love of language as a source of interest, curiosity and pleasure
• are role models who demonstrate a commitment to their own continuing professional and personal learning
• connect and engage with their learners and inspire students and others
• have high expectations and a belief in their students as emerging bilinguals/multilinguals developing the knowledge and awareness they need to become effective intercultural communicators
• adopt a critical stance on their own work and to themselves as mediators of languages and cultures, which they demonstrate through ongoing reflection, questioning, inquiry and/or research into their practices, values and beliefs.