SUBCATEGORIES AND EXAMPLES OF DESCRIPTORS (EPOSTL)
g. I can understand the requirements set in national and local curricula.
2. Aims and Needs
m. I can take into account differing motivations for learning another language.
3. The Role of the Language Teacher
b. I can critically assess my teaching in relation to theoretical principles.
4. Institutional Resources and Constraints
d. I can recognize the organizational constraints and resource limitations existent at my school and adapt my teaching accordingly.
5. Speaking/Spoken Interaction
w. I can create a supportive atmosphere that invites learners to take part in speaking activities.
6. Writing/Written Interaction
e. I can evaluate and select meaningful activities to encourage learners to develop their creative potential.
k. I can help learners to apply strategies to cope with typical aspects of spoken language (background noise, redundancy etc.).
f. I can recommend books appropriate to the needs, interests and language level of the learners.
h. I can deal with questions learners may ask about grammar and, if necessary, refer to appropriate grammar reference books.
c. I can evaluate and select a variety of activities which help learners to learn vocabulary.
a. I can evaluate and select texts, source materials and activities to make the learners aware of stereotyped views and challenge these.
- Lesson planning
12. Identification of Learning Objectives
j. I can set objectives which challenge learners to reach their full potential.
13. Lesson Content
l. I can plan activities which link grammar and vocabulary with communication.
14. Lesson Organization
s. I can select from and plan a variety of organizational forms (frontal, individual, pair, group work) as appropriate.
- Conducting a Lesson
15. Using Lesson Plans
t. I can adjust my time schedule when unforeseen situations occur.
n. I can relate what I teach to current events in local and international contexts.
17. Interaction with Learners
o. I can encourage learner participation whenever possible.
18. Classroom Management
bb. I can take on different roles according to the needs of the learners and requirements of the activity (resource person, mediator, supervisor etc.).
19. Classroom Language
q. I can use the target language as metalanguage.
- Independent learning
20. Learner Autonomy
i. I can guide and assist learners in setting their own aims and objectives and in planning their own learning.
v. I can evaluate and select tasks most suited to be carried out by learners at home.
aa. I can plan and manage project work according to relevant aims and objectives.
cc. I can supervise and give constructive feedback on portfolio work.
24. Virtual Learning Environments
z. I can use various ICT resources (email, web sites, computer programmes etc.).
25. Extra-curricular Activities
ee. I can set aims and objectives for school trips, exchanges and international cooperation programmes.
26. Designing Assessment Tools
p. I can evaluate and select valid assessment procedures (tests, portfolios, self-assessment etc.) appropriate to learning aims and objectives.
ff. I can identify strengths and areas for improvement in a learner’s performance.
28. Self- and Peer Assessment
x. I can help learners to use the European Language Portfolio.
29. Language Performance
r. I can assess a learner’s ability to produce a written text according to criteria such as content, range, accuracy, cohesion and coherence etc.
dd. I can assess the learner’s ability to respond and act appropriately in encounters with the target language culture
31. Error analysis
y. I can analyse learners’ errors and identify the processes that may cause them.
u. I can identify and evaluate a range of coursebooks/materials appropriate for the age, interests and the language level of the learners.