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‘Qualified’? A framework for comparing ELT teacher preparation courses

Stanley, Phiona; Murray, Neil

Authors

Neil Murray



Abstract

There is no standard via which to measure the ‘qualified’ English language teacher in a way that is meaningful to institutions seeking to employ teaching staff. This is significant given that candidates may differ markedly in their language competence, knowledge about language, methodological skills and ability to explain and justify their praxis and operate in intercultural spaces. In this article, we propose a framework, based on Bourdieu’s (1986) ‘forms of capital’, with a view to helping stakeholders articulate and evaluate teachers’ skills. To demonstrate how this framework might be used, we apply it to two English language teacher qualifications that have wide professional currency: CELTA courses and Masters degrees in ELT/Applied Linguistics.

Citation

Stanley, P., & Murray, N. (2013). ‘Qualified’? A framework for comparing ELT teacher preparation courses. Australian Review of Applied Linguistics, 36(1), 102-115. https://doi.org/10.1075/aral.36.1.05sta

Journal Article Type Article
Publication Date Jan 1, 2013
Deposit Date Feb 15, 2019
Publicly Available Date Mar 29, 2024
Journal Australian Review of Applied Linguistics
Print ISSN 0155-0640
Electronic ISSN 1833-7139
Publisher Monash University ePress
Peer Reviewed Peer Reviewed
Volume 36
Issue 1
Pages 102-115
DOI https://doi.org/10.1075/aral.36.1.05sta
Keywords Language teaching capital, qualified language teacher, ELT qualification standards, language teacher expertise, interculturality, CELTA, Master’s degrees in TESOL
Public URL http://researchrepository.napier.ac.uk/Output/1556846

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Copyright Statement
ARAL 36:1 (2013), 102-115 DOI 10.1075/aral.36.1.05sta
ISSN 0155–0640 / E-ISSN 1833–7139 © AUSTRALIAN REVIEW OF APPLIED LINGUISTICS





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