The HELECs Project’s data suggests that language educators in HE recognise the affective and personal nature of language teaching. Key words derived from educator and student interviews, such as passion, enthusiasm, caring and encouragement as well as anxiety and demotivation, highlight the deeply personal nature of language teaching and learning in HE. We highlight in this domain the complexity of a plurilingual identity and the relevance of this for language teaching. From our data and personal experience of language education in HE, we are aware that educators have diverse relationships to the target language and its cultures. Our questionnaire data showed that just over half of our respondents (n=44) identified as native speakers of the language that they teach and 17% (n=13) of respondents identified themselves as native speakers of more than one language.  The domain of The Self emphasises the language educator’s competences with regard to their awareness of their own personal characteristics and attitudes which may influence their effectiveness in language teaching.  

Practitioner

Has an awareness of personal characteristics that make a good language educator.    

Reflects on their own prior learning and how it affects them as a language educator.   

Reflects on   

  • their relationship to the target language   
  • their relationship to the target-language culture(s)   
  • their plurilingual and pluricultural identities  

and how these impact their teaching practices.  

Expert

Can articulate their language education philosophy and approach.   

Reflects on their role as a representative of the target language and culture(s), particularly in the non-immersion setting.  

Is aware of the impact of affective factors, such as motivation, anxiety and empathy, in language learning and language teaching in HE.  

Encourages less experienced educators to reflect on   

  • their relationship to the target language   
  • their relationship to the target-language culture(s)   
  • their plurilingual and pluricultural identities  

and how these impact their teaching practices.  

Leader

Can contextualise their personal language education philosophy within institutional and disciplinary contexts.    

Can relate their language education philosophy referencing relevant educational theory.   

Promotes reflective practice as a core activity of HE language teaching.