Professor Silvana Fachin Schiavi, in a document dating back to 2003, specifies what must be the teacher's professional profile of languages .
"The professionalism of language teachers is of course a priority and having in the broader context of Italian and European education systems and respect the cultural, educational, social and and psychological methods common to all disciplines. That teachers of minority languages, second, foreign includes common features that find their root in the very nature of teaching and learning multilingual suited to meet the current European company to develop good levels of communication skills in a variety of community languages \u200b\u200bis wide circulation of more limited distribution and spread among its people, the knowledge of diversity and cultural richness of the Union for promoting understanding between peoples and their integration.
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As a high priority the language teacher should have a good command of language teaching practice to be able to offer its students a frame of reference reliable and effective, without the presence of coloring (foreign or regional) which is marked . Must converse fluently and have a good availability verbal interaction. Must know to confront, without fear, with models of native speakers when it is not a native speaker of the language he teaches.
Must possess a "theory of language", to know the main theories of language to make the choices of the 'what' teaching, to graduate the linguistic materials and operate scans and progressions.
A "theory of learning" is therefore necessary to understand the processes of student learning, according to several different age groups, to bring out their needs and desires when it comes to learning, their interests and their motives.
knowledge in the field of sociolinguistics and science of 'information will guide the teacher in the development of communicative activities that are functional and appropriate to the variety of situations, oral and written' use of language, taking into account the different areas, roles, rules of discourse, genres and styles, strategies and techniques.
awareness of the nature and levels of bi-multilingualism (balanced, unbalanced, coordinated, composite) and the nature of bilingual education (submersion, immersion, partial immersion, segregation, etc..) Will support the teacher in the organization of the curriculum in the design of materials and educational activities in the verification and evaluation of results.
cultural content must include knowledge of social, institutional, educational and environmental services in the country / place which language is used.
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A good theoretical and practical expertise in the field of methodology and didactics and glottotecnologie is essential to ensure the selection of appropriate materials, planning and effectiveness of interventions in the classroom;
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The teacher should then have a good ability to fit into their school environment, contributing actively to innovation to work collegially. Must be able to reflect on their work and analyze it with a mentality of research in a spirit and willingness to open confrontation. "
