The Initial 1996 Consultancy Study

Abstract

In December 1995, the Education Commission published Report Number 6 (ECR6), passing two issues to the Advisory Committee on Teacher Education and Qualifications (ACTEQ) for the latter’s consideration and action. These were: (1) That minimum language proficiency standards should be met by all teachers in their chosen medium of instruction . (2) That levels of language and professional competence (‘benchmark’ qualifications) should be established for all language teachers . This chapter describes the initial 1996 benchmark consultancy study and what emerged from it.

Appendices

Appendix A: Original Consultancy Team

	Position	Institution
Principal investigators
Dr. David Coniam	Professor	Department of Curriculum and Instruction, The Chinese University of Hong Kong
Dr. Peter Falvey	Senior Lecturer and Head of Department	Department of Curriculum Studies, The University of Hong Kong
Consultant investigators
Dr. Stephen Andrews	Lecturer	Department of Curriculum Studies, The University of Hong Kong
Prof. Lyle Bachman	Chair Professor and Director Professor	English Language Teaching Unit, The Chinese University of Hong Kong Department of TESOL and Applied Linguistics, University of California at Los Angeles (UCLA)
Ms. Ann Cheung Yuet Yau	Lower-form Panel Chair	Immanuel Lutheran College, Tai Po
Dr. Jenny Chung Sing Ling	Lecturer	Hong Kong Institute of Education
Ms. Annie Ho Siu Wah	Senior Education Officer (Administration)	Vocational Training Council
Ms. Christina Lee Wong Wai	Subject Officer (English)	Hong Kong Examinations Authority
Dr. Michael Milanovic	Director of ELT Division, Head of Testing and Development Unit	University of Cambridge Local Examinations Syndicate, Cambridge, UK
Mr. Roderick Pryde	Director	English Language Teaching Institute, The British Council, Hong Kong
Dr. Sima Sengupta	Teaching Consultant	Department of Curriculum Studies, The University of Hong Kong

Appendix B: Talking About Teaching Sub-test

(Preliminary data collection task)

Talking about Teaching

Time for preparation: 5 min Time for task completion : 6 min Instructions The following text is the words of a teacher talking about the lesson she is going to be teaching. An outline of her lesson plan (matching her explanations) of what will happen in the lesson accompanies the text. Read through the teacher’s description so that you understand the outline in order to complete the task below Task: Your task is to explain this lesson to a colleague (the Interlocutor) using the outline as the basis for your explanation. Note that while you need to understand what will happen in the lesson, and you need to understand the outline, you do not need to memorise the teacher’s explanation of exactly what she will be doing. Try to explain what the teacher is going to do (in terms of the steps she is going to take, and her aims and materials) in your own words. You will not be allowed to retain the text while explaining the outline

Jane’s Description of her Lesson

“OK, let me talk you through what I’m going to do in my lesson and how I think it’s going to go. As you can see the lesson is about describing objects. The focus for the lesson will be about lost objects - reporting something you’ve lost. This will then lead up to a final piece of listening - although I haven’t worked this out in detail yet. So my objectives, I would say, are a mix of the language necessary for describing objects and listening for specific information. The first part of my lesson will be a lead-in. Here, I’m going to ask students if they have ever lost anything. Usually somebody’s always lost something, and this helps to bring out useful early vocab like ‘wallet’ ‘ID card’ etc., and what you do if you have lost something - like reporting it at the school office, or having to go to the police station. Whatever useful words I get from them I’ll write up on the board and have all the class repeat. Then I’ve got a set of 8 pictures that I’ll give out where I’ll ask students to first check that they know what the name of the objects are - ‘scarf’, ‘video camera’ etc. Then I’ve got some short descriptions of lost objects - you know, the sort of thing that you might stick on the notice board in your block of flats to advertise that you’ve lost something. In pairs, students have to match the descriptions to the pictures. Next I’ll come to the listening. I think that I’ll use a dialogue - a telephone conversation - between a Lost Property Office attendant and a man who’s lost a library book, although this is as far as I’ve got and I haven’t really thought it through yet.”

Appendix C: Student Essay for Discussion of Errors

Task: Read the composition and correct the errors. Identify errors in one paragraph and discuss possible ways of correcting them. Comment on positive and negative aspects of the student’s writing.

Sample composition 1 (Topic: My ideal school)

My ideal school have been that item: included air condition for each study room, the canteen provide good, cheap and variety food, regular-meetings between student representatives and teachers and more emphasis on sports and other extra-curricula activities.

First of all, I need my school have a air condition for each study room. When the summer is coming, the whether will be getting hot. Especially the student after Physical Education, they would be getting very hot. At this moment the air condition can available. If without the air condition the student may be lost the interest in another lesson after physical education. Some time the cold air can make a man clear. The canteen always provided some bad taste food for the student. In addition, the food price also very expensive, but no another choice for him. So the student must to be ate these bad taste food. If the school can provided more variety food for the student make his own taste will be better.

My ideal school should have a regular meeting twice a week between student representatives and teachers. I discover that some teacher as well as teach the student. They lacked a communication with the students. I feel that when the teach more contact the student, he will be liked his lesson more. If have a regular meeting, they have the chance to communicate for student and the student can asked the teacher advice.

Finally, I need my school have more emphasis on sports and other extra-curricular activities, because many teenages like the sport. So we need more extra-curricular, supply to him.

Sample composition 2 [Topic: Next month you are going on a summer camp to Sai Kung with some of your friends. Choose two or three of the activities shown below that the camp offers, say why you want to do them and how you will prepare for them. (Pictures showing canoeing, rock-climbing, fishing, barbecuing and cycling)]

I am going on a summer camp to Sai Kung with my friends next month. Here are many activities for choosing by me. I will choose the cycling and the barbecuing.

Cycling is a good sport. I always rid it before I come to Hong Kong. However, I have never played it a long time. I like it very much so that I use the chance to play it. Cycling can train my body to get a healthy. Moreover, it can make me gaining adequate strength. As I am playing it, it can bring me a satisfactory and exciting feeling. Furthermore, I may see the beautiful sight along the road.

Barbecuing also is a interesting activity. The foods which passing are barbecued that it is a good food. In addition, barbecuing can increase friendship of my friends and I. On the other hand, it can teach me much knowledge which can’t learn at the school. In view of these reasons, so I choose them to play.

Before I play them, I will prepare adequate for them. In the first place, I shall rent a bicycle from the bicycle shopping. Then, I will play it slowly at the garden or park because it is necessary to train a good skill. Besides, I will find the experience about barbecuing from the books because it is my first time to barbecue. Finally, I will prepare adequate facilities about them since I must get safely and happy at the trip.

Sample composition 3 (Topic: as for composition 2)

I will go on a summer camp to Sai Kung with some of my friends next month. I think I will learn a lot of things during the camp, because I had chosen three activities to learn, including: canoeing, fishing and cycling.

I chose these because I don’t know how to play them before. I always look another people to play, because I can’t play them. Therefore I must learning how to play them well.

Before I go on this camp, I must prepare all the things what I will need. I had bought a cloth for swimming. My father made a stick for me to learn fishing. Finally, I had bought some T-shirt and jeans, I know these clothes will suitable for cycling.

Apart from theses things, I must bring so medical and some bandages. If we have any accident, they will save us. Beside these, I will bring some sun oil, too. Because I will learn canoeing and fishing at the sea. So, the sun must very bright and it will hurt my skin.

I had prepared all things which I will need. So, I hope I will have an excited and wonderful summer camp.

Appendix D: Writing Test Scales and Descriptors

	Task 1: Expository writing			Task 3: Rewriting student composition
	Scale 1: Organisation and coherence	Scale 2: Grammatical accuracy	Scale 3: Task completion	Scale 4: Vocabulary and grammar	Scale 5: Organisation and presentation of facts/information
Well above the BM	The development of the ideas is smooth, logical and easily accessible to the reader. A superior piece of writing. Where necessary, propositions are justified and/or elaborated or illustrated with examples to enhance meaning. The writer has produced a highly coherent piece of text. Displays full audience and appropriate register	Grammatical structures are always accurate, with no occurrence whatsoever of non-idiomatic or other inappropriate expressions. There is access to a wide range of structures, which can be invoked at any time. Any ‘mistakes’ that occur can be categorised as lapses rather than systematic errors	All of the content demanded of the writer by the task is present. The task is fulfilled in an exemplary manner. A superior piece of writing. The writer displays an extremely high degree of sensitivity to the audience to produce a very competent piece of text	Incorporates a wide range of additional appropriate expressive vocabulary. Accurately corrects grammatical errors using a wide range of appropriate grammatical forms. Switches from one grammatical form to another accurately. Skilfully adds cohesive elements to text. Resynthesises information with extended vocabulary making meaning more explicit	Uses appropriate, contextualised and grammatically correct opening paragraph to ‘orientate’ or give background information to the reader. Uses headings where appropriate. Uses a style and tone (register) appropriate for purpose of writing. Includes and fully organises all facts/information from the original, possibly with some expansion; introduces new paragraph(s) where appropriate. Completes task, appropriate correct ending
Above the BM	The logical flow of the text is accessible to the reader and reasonably smooth. Propositions are usually justified and elaborated where necessary. The writer has produced a coherent text. Displays audience awareness and appropriate register	Grammatical structures are mostly or always accurate. In isolated instances, non-idiomatic or otherwise inappropriate expressions may occur but communication is never impeded. There is access to a range of structures. More complex structures are successfully attempted	None of the content demanded of the writer is omitted. The writer displays sensitivity to the text and to the audience. Task completed fully	Incorporates some additional vocabulary. Accurately corrects grammatical errors . Uses appropriate grammatical forms and accurately switches between grammatical forms. Adds appropriate cohesive elements. May accurately use colloquial language	Uses grammatically correct opening paragraph with an attempt to orientate or give background information to the reader. Uses headings where appropriate. Uses a style and tone (register) appropriate for purpose of writing. Includes all facts/information from the original. Introduces new paragraph(s) where appropriate; completes task, appropriate correct ending
At the BM	Propositions are not always justified, elaborated or illustrated with examples where necessary although the links between one proposition and another are logical. The writer displays some sensitivity to the text and to the audience. The text is almost always coherent	Grammatical structures are generally accurate but errors may occasionally occur when more complex structures are attempted. Comprehension is seldom impeded. Some complex structures are attempted	Most of the content demanded of the writer is contained in the text. The writer displays some sensitivity to the text and to the audience. Task completed	Accurately corrects most grammatical errors . Combines ideas in sentences effectively. Uses appropriate grammatical forms and switches between grammatical forms are mostly accurate. Adds some cohesive elements (there may be some misuse or overuse). Seldom omits words	Attempts to improve opening paragraph to orientate or give background information to the reader; includes the majority of the facts/information from the original; introduces new paragraph(s) where appropriate. Shows evidence of improving style and tone (register) of writing. Completes task
Below the BM	Propositions may stand alone, without justification and without logical links. The text is difficult to follow and coherence may be flawed. Limited awareness of the audience is displayed	Grammatical errors occur regularly and may sometimes impede the reader’s understanding. Few complex structures are attempted	Some of the content demanded of the writer may be omitted. Limited awareness of the audience is displayed hindering the full completion of the task	Sometimes fails to correct grammatical errors accurately. May fail to correct spelling errors. Sometimes omits words or adds inappropriate words. Often fails to use prepositions correctly. Errors in subject/verb agreement. Uses a controlled or restricted range of language to maintain accuracy and correctness of rewrite. Fails to add cohesive elements which enable the text to flow	Opening paragraph is not improved where required. Omits a few facts/information. May fail to introduce new paragraph(s). Rewrite/presentation of facts and information may be inaccurate or could be more fully developed but task is generally completed. May fail to or inadequately punctuate text, inappropriate ending
Well below the BM	Propositions stand alone, without justification and without logical links. The text is virtually impossible to follow and is incoherent. Little awareness of the audience is displayed	Most of the text contains grammatical errors , causing comprehension to break down completely at times. Access to basic structures is clearly inadequate, and communication with the reader is often impeded	Much of the content demanded of the writer may be omitted. Little awareness of the audience is displayed. Task not completed	Fails to correct most grammatical errors accurately (e.g. subject/verb agreement, tense). Fails to correct spelling or confusion with he/she. Frequently omits words. Repeats phases or linguistic elements. May misuse vocabulary and/or idioms. May have inadequate or missing cohesive elements	Opening paragraph is not improved where required. Omits or misrepresents facts/information. Rewrite is not developed in any way or is developed inappropriately. May fail to complete task in a satisfactory way

Appendix E: Speaking Test Scales and Descriptors

	Task 1A & 1B: reading aloud		Task 1C: Retelling a story/an experience/presenting arguments		Task 2: Professional oral interaction
	Scale 1: Prontn, stress and intonation	Scale 2: Reading aloud	Scale 3: Grammatical accuracy	Scale 4: Organistn and cohesion	Scale 5: Interacting with peers	Scale 6: Explaining language matters
5	Pronunciation is completely error-free with no noticeable L1 characteristics, and candidate is very confident about the pronunciation of all words. Any mistakes that occur can be categorised as lapses rather than systematic errors. Sentence stress and intonation patterns are always appropriate and reading of the text is clear and effective as classroom communication	Speed of delivery and pausing are always appropriate. The speaker displays an extremely high degree of sensitivity to the text and to the audience and uses paralinguistic features effectively to communication text	Grammatical structures are always accurate, with few or no occurrences of non-idiomatic or other inappropriate expressions. The candidate has access to a wide range of structures, which can be invoked at any time. Any ‘mistakes’ that occur can be categorised as lapses rather than systematic errors	A wide variety of appropriate means for connecting utterances are used. Relationships among concepts and/or ideas are clearly expressed, appropriately signalled and are never confused or confusing. The smooth and logical flow of ideas in the discourse facilitates the interlocutor’s understanding. An extensive range of appropriate vocabulary is used	A very strong ability to talk easily, confidently and knowledgeably with peers in a professional manner about student language problems is evident. Full control over the conversational strategies of initiation, turn-taking, responding and disagreeing is evident, together with the ability to keep the discussion focused	The ability to organise discourse to explain student language problems to peers is clearly evident. Demonstrates control over and displays familiarity with a wide range of appropriate metalanguage without confusing peers. Able to produce appropriate examples to illustrate explanations. Explanations are fully coherent and easy to follow. Clarification and reformulation are never required because of the speaker’s lack of ability
4	There may be isolated errors in the pronunciation of sounds and/or word-stress and a few L1 characteristics may be noticeable (e.g. minor problems with consonantal clusters). However, the candidate is confident about the pronunciation of words. Sentence stress and intonation patterns are appropriate and reading of the text is more than acceptable for classroom communication	In general, speed of delivery and pausing are optimally helpful. The speaker displays a high degree of sensitivity to the text and to the audience	Grammatical structures are mostly or always accurate. In isolated instances, non-idiomatic or otherwise inappropriate expressions may occur but communication is never impeded. There is access to a range of structures. More complex structures are successfully attempted	A variety of appropriate means for connecting utterances are used. Relationships among concepts and/or ideas are clearly expressed and hardly ever confused. There is a coherent and logical flow of ideas in the discourse. A good range of appropriate vocabulary is incorporated into task	The ability to talk easily, confidently and knowledgeably with peers in a professional manner about student language problems is evident. Control over the conversational strategies of initiation, turn-taking, responding and disagreeing is displayed, together with the ability to keep the discussion focused	The ability to organise discourse to explain student language problems to peers is evident. Demonstrates control over a range of appropriate metalanguage. Able to produce appropriate examples to illustrate explanations. Explanations are coherent. Clarification and reformulation are seldom required because of the speaker’s lack of ability
3	Although there may be some errors in the pronunciation of sounds and/or word-stress and a number of L1 characteristics are evident, pronunciation is unlikely to present comprehension problems for L2 learners. The candidate is fairly confident about the pronunciation of words. Sentence stress and intonation patterns may sometimes be inappropriate but reading of the text is seldom impeded and is acceptable for classroom communication	In part, features such as speed and pausing indicate a fairly high level of audience awareness. However, the speaker may occasionally read the text in a manner inappropriate to the text and may occasionally lose sight of the audience but, despite occasional lapses, manages to communicate meaning adequately	Grammatical structures are generally accurate but errors may occasionally occur when more complex structures are attempted. Sometimes, the teacher may recognise these errors and self-correct. Some reformulation is attempted. Some complex structures are attempted. Communication is seldom impeded	Connections among utterances are usually marked although there may be occasional confusing relationships among ideas. Ideas are generally presented logically with few, if any, examples of incoherent discourse	An ability to interact with peers in a discussion about student language problems is evident. Control over most of the conversational strategies involved in competently participating in a discussion, including an ability to keep the discussion focused, is displayed	Some ability to organise discourse to explain student language problems to peers using appropriate metalanguage is evident. Can usually produce appropriate examples to illustrate explanations. Explanations are mainly coherent, but there are occasional errors which may provoke requests for clarification or reformulation
2	There are a number of errors in the pronunciation of sounds and/or word-stress and many L1 characteristics (e.g. for Cantonese, consonant clusters—‘pl/pr’; ‘l/n/r’; ‘v/w’, ‘th/f’ problems) are obtrusive. The candidate may be hesitant about the pronunciation of words. The listener may experience some strain understanding the speaker, and reading of the text is likely to present comprehension problems for L2 learners that are not acceptable for classroom communication	The speaker displays some awareness of audience though may find it difficult to attend to the audience as well as the text throughout the reading. Speed and/or style of delivery are often inappropriate and may be hesitant. Meaning is not always communicated adequately	Grammatical errors (including subject/verb agreement, distinguishing between countable and uncountable nouns) occur in many utterances and are frequently obtrusive for the listener. Sometimes errors may be monitored and corrected. Few complex structures are attempted. Little attempt is made at reformulation	The connections between utterances are not adequately marked. There may be frequent confusion of relationships among ideas. Ideas are sometimes presented in an illogical manner with little focus on or relevance to the topic being discussed. A limited range of vocabulary is used	A limited ability to interact with peers in a discussion of student language problems is evident. Attempts to interact with the group during the discussion are occasional and limited. Only a limited ability to employ appropriate conversational strategies to keep the discussion focused is demonstrated	Limited ability to organise discourse to explain student language problems to peers is evident. Demonstrates lack of coherence. An inability to use appropriate metalanguage for explanations may hinder full understanding by peers. Displays a limited ability to produce appropriate examples. Clarification or reformulation are often necessary because of the speaker’s lack of ability
1	Frequent errors in the pronunciation of sounds, stress and intonation make communication difficult and lead to frequent interference with communication	The speaker’s attention is wholly taken up by the effort of reading the text, and there is little evidence of audience awareness. There may be failure to sustain sense groups8 and meaning may often fail to be communicated	Most utterances contain grammatical errors , causing comprehension to break down completely at times. Access to basic structures is clearly inadequate, and communication is often impeded. No attempts are made at reformulation	Disjointed utterances are produced. There is no logical flow of ideas. The discourse is often incoherent. Communication breaks down frequently, often requiring prompting from the interlocutor	An extremely limited ability to interact with peers in a discussion of student language problems is evident. The speaker is unable to demonstrate competence in the conversational strategies required to interact professionally with peers	The teacher demonstrates little or no ability to explain common student language problems to peers and lacks the ability to use appropriate metalanguage and examples in such explanations. Explanations are almost impossible to follow

Appendix F: CLA Scales and Descriptors (from Consultancy Study)

		The language of presentation /practice	Interaction with students	Grammatical accuracy	Pronunciation
4	Complete ability	There is evidence of a very strong ability to use English in the formal section of the lesson when presentation and practice take place. The ability to organise discourse and use appropriate cohesive and other signalling devices in order to alert the students to the various stages of the presentation is clearly evident. Explanations are always clear and coherent	Interaction with students demonstrates a very high level of sensitivity to student responses, an ability to always react appropriately to student initiation. Demonstrates an ability to hear and react to responses even when they are incomplete or lacking in coherence. There is no evidence of teacher language problems which can impede communication with students	Grammatical structures are always accurate, with no occurrence whatsoever of non-idiomatic or other inappropriate expressions. There is access to a wide range of structures, and these can be invoked at any time. Any ‘mistakes’ that occur can be categorised as lapses rather than systematic errors	Pronunciation is completely error-free with no noticeable L1 characteristics. Any mistakes that occur can be categorised as lapses rather than systematic errors. Sentence stress and intonation patterns are always appropriate, and communication is never impeded in the slightest
3	Extensive ability	The ability to use English in the formal section of the lesson when presentation and practice is demonstrated. There is evidence of the ability to organise discourse and to use appropriate cohesive and other signalling devices in order to alert the students to the various stages of the presentation. Explanations are usually clear and coherent	Interaction with students is usually smooth and natural whether on an individual or group basis. Demonstrates the ability to elicit, question, initiate and respond appropriately in order to foster communication with students. Communication with students is hardly ever impeded by teacher language problems . Demonstrates the ability to interact appropriately even when student responses are inaccurate or inappropriate	Grammatical structures are mostly or always accurate. In isolated instances, non-idiomatic or otherwise inappropriate expressions may occur but communication is never impeded. There is access to a range of structures. More complex structures are successfully attempted	There may be isolated errors in the pronunciation of sounds and/or word-stress and a few L1 characteristics may be noticeable (e.g. minor problems with consonantal clusters) Sentence stress and intonation patterns are appropriate. Communication is never impeded
2	Moderate ability	The ability to use English in the formal section of the lesson when presentation and practice take place is demonstrated. Able, with occasional errors, to organise discourse and use appropriate cohesive and other signalling devices in order to alert the students to the various stages of the presentation. Explanations are usually clear and coherent with little need for re-explanation or representation because of the speaker’s lack of ability	Interaction with students is generally smooth and natural, whether on an individual or group basis. Demonstrates the ability to elicit, question, initiate and respond appropriately in order to foster communication with students. Communication with students is sometimes, but not often, impeded by teacher language problems . Demonstrates the ability to interact appropriately even when student responses are inaccurate or inappropriate	Grammatical structures are generally accurate, but errors may occasionally occur when more complex structures are attempted. Communication is seldom impeded. Some reformulation is attempted	Pronunciation of sounds is generally acceptable although there are some errors in the pronunciation of sounds and/or word-stress and a number of L1 characteristics are evident but are not obtrusive. Sentence stress and intonation patterns may sometimes be inappropriate, but communication is seldom impeded
1	Limited ability	Problems are encountered when using English in the formal section of the lesson when presentation and practice takes place. The ability to organise discourse and use appropriate cohesive and other signalling devices in order to alert the students to the various stages of the presentation is sometimes lacking. Explanations are sometimes unclear and lacking in coherence. Re-explanation or representation is often necessary because of the speaker’s lack of ability	During interaction with students on an individual or group basis, barely able to communicate and/or encounters serious problems in communicating effectively with students. The ability to initiate and interact with or provide appropriate feedback to students is often lacking	Grammatical errors occur in some utterances and sometimes impede communication. Sometimes, the teacher may recognise these errors and self-correct. Few complex structures are attempted. Little attempt is made at reformulation	Pronunciation of sounds is generally acceptable although there are a number of errors in the pronunciation of sounds and/or word-stress and many L1 characteristics (e.g. consonantal clusters—‘pl/pr’, ‘l/n/r’, ‘v/w’, ‘th/f’ problems) are obtrusive. The listener may experience some strain understanding the speaker, and communication is occasionally impeded
0	No ability	Serious problems occur when using English in the formal section of the lesson when presentation and practice take place. There is little evidence of the ability to organise discourse and use appropriate cohesive and other signalling devices in order to alert students to the various stages of the presentation. Explanations are unclear and lack coherence	During interaction with students on an individual or group basis, displays little or no ability to communicate effectively with students	Most utterances contain grammatical errors , causing comprehension to break down completely at times. Access to basic structures is clearly inadequate and communication is often impeded. No attempts are made at reformulation	Frequent errors in the pronunciation of sounds, stress and intonation make communication difficult and lead to frequent interference with communication

Appendix G: CLA Assessment Scales and Descriptors (Finalised)

	The language of instruction	The language of interaction	Grammatical accuracy	Pronunciation, stress and intonation
5	When required, the teacher demonstrates very strong ability to use English as the language of presentation . The teacher’s ability to organise discourse and use appropriate signalling devices in order to alert students to the various stages of a presentation is clearly evident. Classroom instructions are invariably clear, comprehensible and appropriate for the level of the class	During interaction with students , the teacher demonstrates a very high level of linguistic awareness and sensitivity to student responses and an ability to always react in an appropriate linguistic manner to student initiation, such as a query, question or request for clarification, whenever it is required. The teacher demonstrates the language ability to be aware of and react to student responses even if these are incomplete or lacking in coherence. There is no evidence of teacher language problems that can impede communication with students	Grammatical structures are almost invariably accurate, with extremely limited, if any, occurrences of inappropriate expressions. Any ‘mistakes’ that occur can be categorised as ‘slips’ rather than systematic errors	Pronunciation is completely error-free with no noticeable first language (L1) characteristics. Any mistakes that occur can be categorised as ‘slips’ rather than systematic errors. Sentence stress and intonation patterns are always appropriate, and communication is never impeded in the slightest
4	When required, the teacher demonstrates good ability to use English in the language of presentation . There is evidence of an ability to organise discourse and use appropriate signalling devices in order to alert students to the various stages of the presentation. Explanations are almost always clear and coherent. Classroom instructions are almost always clear and understandable	The language of interaction with students is smooth and natural whether on an individual, group or whole-class basis. Whenever it is required, the teacher uses appropriate language to elicit, question, initiate and respond appropriately in order to foster communication with students. Repetition is rarely required because of student problems with teacher discourse. Communication with students is hardly ever impeded by teacher language problems . The teacher uses appropriate language to interact with students even when student responses are inaccurate or inappropriate	Grammatical structures are mostly accurate. In isolated instances, inappropriate expressions may occur but communication is not impeded	There may be isolated errors in the pronunciation of sounds and/or word-stress and a few L1 characteristics may be noticeable. Sentence stress and intonation patterns are appropriate. Communication is never impeded
3	When required, the ability to use English adequately is demonstrated in the language of presentation . The teacher is able, with occasional ‘slips’ and errors, to organise discourse and use appropriate signalling devices in order to alert students to the various stages of the presentation. Explanations and classroom instructions are usually clear but will occasionally require re-explanation or representation because of problems with the speaker’s language ability to organise the discourse and present it without ambiguity or confusion	The language of interaction with students is generally smooth and natural, whether on an individual, group or whole-class basis. Whenever it is required, the teacher generally uses appropriate language to elicit, question, initiate and respond appropriately in order to foster communication with students, even though language errors by the teacher or misunderstanding by students may occasionally impede interaction. When teacher language errors or student misunderstanding occur, a new phase of interaction, with appropriate adjustment to the previous utterances, will be initiated. There is evidence of generally appropriate use of language to acknowledge student responses. The teacher generally uses appropriate language to interact with students even when student responses are inaccurate or inappropriate	Grammatical structures are generally accurate, but errors may occasionally occur if more complex structures are attempted. Sometimes the teacher may recognise these errors and self-correct. Communication is seldom impeded. Some reformulation is attempted	Pronunciation of sounds is generally acceptable although there are some errors in the pronunciation of sounds and/or word-stress, and a number of L1 characteristics are evident but are not obtrusive. Sentence stress and intonation patterns may sometimes be inappropriate but communication is seldom impeded
2	A number of problems are encountered when using English if the presentation of a point of language is required or when giving instructions to students. The ability to organise discourse and use appropriate signalling devices in order to alert students to the various stages of the presentation is often lacking. Explanations and instructions are sometimes unclear and/or confused and confusing. Re-explanation or representation is often necessary	During interaction with students on an individual, group or whole-class basis, the teacher is barely or rarely able to use language appropriately with students and/or encounters serious problems in communicating effectively with students. The language of interaction with the whole class, group or individuals is often inappropriate for the level of student proficiency either because of problems of coherence or register. The language for classroom instructions is inappropriate and/or is not usually amended. The ability to use appropriate language to initiate and interact with or provide appropriate feedback to students is often lacking	Grammatical errors occur consistently in many utterances and sometimes may impede communication. The teacher consistently makes classic errors, fails to recognise or self-monitor such errors and thus fails to correct them. There are only rare examples of monitoring and self-correction of other errors. Few complex structures are attempted. Little attempt is made at reformulation	Pronunciation of sounds is almost acceptable although there are a number of significant errors in the pronunciation of sounds and/or word-stress, and many L1 characteristics are obtrusive. The student listener may experience strain or difficulty in understanding what the teacher says because of teacher pronunciation, stress or intonation errors, and communication is occasionally impeded
1	Very serious and regular problems occur if the teacher uses English while presenting a point of language or giving instructions to students. There is little evidence of an ability to organise discourse and use appropriate signalling devices in order to alert students to the various stages of the presentation. Explanations and instructions are unclear and lack coherence	During interaction with students on an individual, group or whole-class basis, the teacher displays little or no ability to use language appropriately to interact effectively with students	Most utterances contain grammatical errors , causing comprehension to break down completely at times. Access to basic structures is clearly inadequate and communication is often impeded. Self-monitoring and self-correction never occur. No attempts are made at reformulation	Frequent errors in the pronunciation of sounds, stress and intonation make communication difficult and lead to frequent interference with communication
0	Insufficient data on which to make an assessment	Insufficient data on which to make an assessment	Insufficient data on which to make an assessment	Insufficient data on which to make an assessment