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Cambridge English Language Assessment
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This category looks at your understanding of key language learning theories and concepts, your awareness of different learning styles, and your ability to apply this understanding to plan and facilitate language learning.
In this video Iain, a teacher in Spain, explains why he places himself at the Proficient stage in the Learning and the learner category of the Cambridge English Teaching Framework.
Below is what teachers can do in this category at each of the four stages of the Cambridge English Teaching Framework and suggestions on how to develop further.
Anh has an English teaching degree from her local university and is in her first year of teaching at a secondary school. She decided to become a teacher because she has always been good at English and enjoys working with young people. On her degree course, she learned about different teaching methodologies and learning styles, but she has not yet had much practical training and relies heavily on her lesson plans.
She is keen to make her lessons more communicative, but is finding this difficult because she has at least 30 students in each class. Her students expect her to translate a lot, but she is trying not to overuse her first language (L1). Most of her classes are mixed ability and she would like more ideas on how to cope with the different needs of her learners. One of her colleagues has suggested she could do TKT (Teaching Knowledge Test) modules and she has already bought some books to help her prepare for these.
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Lin was introduced to different language teaching methodologies on her CELTA course but is most confident using the communicative approach in the classroom. She teaches large multilingual groups, which can be challenging, because her learners have different expectations of how she should teach them.
She spends a lot of time preparing for her classes, but is aware that she needs to adapt her lesson plans and materials more to suit different learners. On the advice of a colleague, she has started to use a needs analysis questionnaire with new classes, to give her a better idea of how to shape her lessons.
Now that she has gained more practical experience in the classroom, she has started to experiment with her teaching approaches and recently introduced a number of task-based lessons with a higher level class.
Shivani has been teaching in a private primary school for eight years and is passionate about teaching young learners. In addition to a teaching diploma, she has recently completed TKT: Young Learners, and enjoys experimenting with new teaching ideas.
She believes that physical movement helps young learners to learn better and incorporates Total Physical Response (TPR) into her lessons, using activities such as action games, simple role-plays and puzzles. To keep the interest and attention of large classes, she also uses music, dance, songs and visual cues. She has noticed that different learners respond better to different stimuli.
Fernando is Head of the English language department in the School of Economics and Management at a university. He is in charge of syllabus and curriculum design, and teacher training.
He keeps up to date with research into language acquisition and teaching methodology. He runs workshops and training programmes to share new ideas with his teaching staff, and incorporates new ideas into the curriculum.
He has a particular interest in blended learning. He believes this approach could benefit individual learners more and has initiated a pilot programme at his university. He is hoping to use his findings as the basis for a PhD thesis.
Download the Cambridge English Teaching Framework – Competency statements (PDF)
Download the Cambridge English Teaching Framework – Framework components (PDF)