This domain emphasises the importance of approaches to language teaching, learning and assessment in the higher education context. Our experiences as language educators and researchers denote the constant developments in our knowledge of language pedagogical practice. Language education is an extremely complex process requiring high level of learner engagement both in classroom activities and in autonomous learning. Professional knowledge in language education supports an active student role in the learning process, moving toward a partnership in the language teaching and learning process, essential in the higher education environment. Planning, designing and implementing creative and innovative language teaching approaches at different levels of the curriculum requires myriad knowledge and skill of language educators. Our data suggests that language educators engage with this knowledge in formal and informal professional development activities.
Is familiar with and can apply language teaching approaches in line with the aims and objectives of the curriculum.
Can plan and sequence language activities in the HE classroom to achieve the aims and objectives of the curriculum.
Can provide appropriate feedback to support student learning.
Is familiar with the CEFR and its relevance for the HE context.
Can manage language classroom dynamics and diversity in the classroom.
Can evaluate available language teaching resources for suitability in the HE language classroom.
Can develop language teaching materials and activities for use in the classrooms.
Can design lesson plans for language teaching in HE.
Can investigate learners’ need for purposes of lesson and syllabus design and delivery.
Can design syllabus by incorporating learners’ aims for language use in the target context and learners’ previous experiences of language education.
Can develop assessment for/as/of learning.
Can identify HE learners’ proficiency level according to the CEFR.
Critically engages with the latest developments in the theory and practice of language teaching and learning.
Can contribute to the design and delivery of undergraduate and postgraduate programmes.
Critically engages with the latest developments in assessment design and practices in line with the CEFR.
Can share and use language education frameworks to inform institutional networks, policy, materials developers, evaluators, teacher trainers, etc.
Can advance professional knowledge of HE language education in a national and international context.