Should there be standards of English for English language teacher education?

Adrian Holliday
© QuiTE  2006
Keynote Speakers:
Constant Leung   (abstract)
How do you answer these  questions?
· What do we mean by/understand by ‘acceptable standards of English’ in TESOL education in the UK?

· Are we training teachers in terms of what will be appropriate in their own future working context, or in terms of a norm? 

· How do institutions decide what is an ‘acceptable’ level of English for applicants for teacher training courses?

· How much use do/can/ should trainees make of human and technological assistance with written work?
Holliday 2006
2006 Seminar and AGM
The Association for the Promotion of
Quality in TESOL Education
Friday 10th November 2006
Held at:
Conference Centre Harley Room
89 Albert Embankment London SE1 7TP
One sentence Statements by Panellists

Those teaching English, and training teachers of English, need clear guidance as to what standard varieties (and variations) are appropriate as working benchmarks, but the term standards implies a moral stance which is quite contrary to our approaches to understanding language and its functions
in society.         Jenny Pugsley, Trinity College London

It would be reasonable to expect that all those who are tasked with formal teaching of the English language will have an appropriate level of English language competence themselves; what constitutes an ‘appropriate’ level may well be shaped by the teaching/learning context and purpose.
Monica Poulter, Cambridge EFL

“Standards of English, Yes! Standard English, No!        
Mark Rendell, English UK
Bath TESOL student responses to questionnaire.
QuiTE Promotes quality in TESOL teacher training and education.