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

Stanley, Phiona; Murray, Neil

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: Feb 20, 2019
• 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
• Contract Date: Feb 20, 2019