The role of in-service training for language teachers in the domain of language competence

Main Article Content

Mirosław Pawlak


Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.


Download data is not yet available.

Article Details

Jak cytować
Pawlak, M. (2011). The role of in-service training for language teachers in the domain of language competence. Glottodidactica. An International Journal of Applied Linguistics, 38, 21-30.


  1. Bachman, L.F., 1990. Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
  2. Berry, R., 1990. The Role of Language Improvement in In-Service Teacher Training: “Killing Two Birds with One Stone”. In: System 18, 97–105.
  3. Canale, M., 1983. From Communicative Competence to Communicative Language Pedagogy. In: Richards, J.C., Schmidt, R. (eds). Language and Communication. London: Longman, 2–27.
  4. Canale, M., Swain, M., 1983. Theoretical Basis of Communicative Approaches to Second Language Testing and Teaching. In: Applied Linguistics 1, 1–47.
  5. Ellis, R., 2009. Implicit and Explicit Learning, Knowledge and Instruction. In: Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., Reinders, H. (eds). Implicit and Explicit Knowledge in Second Language Learning, Teaching and Testing. Bristol: Multilingual Matters, 3–25.
  6. Farrell, T.S.C., 2007. Reflective Language Teaching: From Research to Practice. London: Continuum.
  7. Harmer, J., 2007. The Practice of English Language Teaching (fourth edition). Harlow: Pearson Education.
  8. Kelly, M., Grenfell, M., Allan, L., Kriza, C., McEvoy, W., 2004. European Profile for Language Teacher Education – a Frame of Reference. Final Report. Luxemburg: European Commission.
  9. Lafayette, R., 1993. Subject Matter Content: What Every Foreign Language Teacher Needs to Know. In: Guntermann, G. (ed.). Developing Language Teachers for a Changing World. Illinois: National Textbook Company, 124–158.
  10. Medgyes, P., 2001. When the Teacher is a Non-Native Speaker. In: Celce-Murcia, M. (ed.). Teaching English as a Second or Foreign Language (third edition). London: Heinle & Heinle, 429–442.
  11. O’Malley, J.M., Chamot, A.U., 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
  12. Roberts, J., 1998. Language Teacher Education. London: Arnold.
  13. Roever, C., 2009. Teaching and Testing Pragmatics. In: Long, M.H., Doughty, C.J. (eds). The Handbook of Language Teaching. Oxford: Wiley-Blackwell, 560–577.
  14. Skehan, P., 2000. Task-Based Instruction: Theory, Research, Practice. In: Pulverness, A. (ed.). IATEFL 2002: York Conference Selections. Canterbury: IATEFL, 90–99.
  15. Van Ek, J.A., 1986. Objectives of Foreign Language Learning. Vol. 1: Scope. Strasbourg: Council of Europe.
  16. Williams, J., 2005. Form-Focused Instruction. In: Hinkel, E. (ed.). Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum, 671–691.