Assessing the language proficiency of teachers: are there any border controls?

By C. Elder. 2001

114 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c45a85d148730517ebab15fcc9619129c6185eda

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. S. Mann
2. J. Richards
3. Larry Vandergrift
4. Martha C. Pennington
5. Ken Hyland
6. D. Lasagabaster
7. Paul Thompson

In Literature and Literary Theory

1. S. Mann
2. J. Richards
3. Ken Hyland
4. Paul Thompson
5. D. Lasagabaster
6. Martha C. Pennington

Citations in the corpus

• Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher (2003, unknown): “Elder (2001), describing the development of language tests for teachers in Australia, has also raised this issue of ‘blurred boundaries’ between supposedly distinct domains of L2 teacher competence.”
• Teaching English through English: Proficiency, Pedagogy and Performance (2017, background): “Once the teacher enters the classroom and starts a lesson, language knowledge and ability also plays a crucial role in managing and directing the progress of the lesson as described by Elder (2001).”
• The language teacher's development (2005, background): “Other papers posit that appropriate standards and proficiency need to be developed through education programmes (e.g. Elder 2001; Coniam & Falvey 2002).”