Professional Competence of a Foreign Language Teacher

Social competence
includes the ability to take the responsibility; the ability to the 
possible ways of professional combine personal interests with the social needs; willingness 
for independent professional decisions. 
Multicultural competence 
provides profound knowledge of national and world 
culture, tolerant attitude to different ethnic cultures. 
Auto-psychological component (competence) 
was first introduced by N.Kuzmina. 
Modern scientists consider this component as one of the elements of a person’s 
professional development. Auto-psychological competence is considered to include such 
aspects as a person’s knowledge of possible ways of his or her professional self-perfection, 
adequate perceiving of personal self-evaluation, self-control and self-correction. 
Motivation plays here a very important role. In other words, the teacher should be 
professionally-conscious and ready to improve his or her professional skills. 
Cognitive-technological competence 
includes professional knowledge, skills, 
abilities. Special role is given here to communicative competence which must be properly 
developed. Here we should mention some language-specific competencies that a language 

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teacher needs in order to teach effectively. These include the ability to do the following 
kinds of things: 
- To comprehend texts accurately 
- To provide good language models 
- To maintain use of the target language in the classroom 
- To maintain fluent use of the target 
- To give explanations and instructions in the target language 
- To provide examples of words and grammatical structures and give accurate 
explanations (e.g., of vocabulary and language points) 
- To use appropriate classroom language 
- To select target-language resources (e.g., newspapers, magazines, the Internet) 
- To monitor his or her own speech and writing for accuracy 
- To give correct feedback on learner language 
- To provide input at an appropriate level of difficulty 
Learning how to carry out these aspects of a lesson fluently and comprehensively in 
English is an important dimension of teacher learning for those whose mother tongue is 
not English. There is a threshold proficiency level the teacher needs to have reached in the 
target language in order to be able to teach effectively in English. A teacher who has not 
reached this level of proficiency will be more dependent on teaching resources (e.g., 
textbooks) and less likely to be able to engage in improvisational teaching