Research Output

‘Qualified’? A framework for comparing ELT teacher preparation courses

  There is no standard via which to measure the ‘qualified’ English language teacher in a way that is meaningful to institutions seeking to employ teaching staff. This is significant given that candidates may differ markedly in their language competence, knowledge about language, methodological skills and ability to explain and justify their praxis and operate in intercultural spaces. In this article, we propose a framework, based on Bourdieu’s (1986) ‘forms of capital’, with a view to helping stakeholders articulate and evaluate teachers’ skills. To demonstrate how this framework might be used, we apply it to two English language teacher qualifications that have wide professional currency: CELTA courses and Masters degrees in ELT/Applied Linguistics.

  • Type:


  • Date:

    01 January 2013

  • Publication Status:


  • Publisher

    Applied Linguistics Association of Australia

  • DOI:


  • ISSN:


  • Library of Congress:

    PE English

  • Dewey Decimal Classification:

    428.0071 English language education

  • Funders:

    Historic Funder (pre-Worktribe)


Stanley, P., & Murray, N. (2013). ‘Qualified’? A framework for comparing ELT teacher preparation courses. Australian Review of Applied Linguistics, 36(1), 102-115.



Language teaching capital, qualified language teacher, ELT qualification standards, language teacher expertise, interculturality, CELTA, Master’s degrees in TESOL

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