Relationship between teacher and learner linguistic competences

The aim of this thesis is to investigate the relationship between foreign language teacher (FL) and learner linguistic competences. While the assessment of FL learner linguistic competences is very common, assessing FL teachers is rather a controversial topic. Although there are some studies into FL teacher linguistic competences, their use in the classroom and their effect on learner language achievements are rarely studied. However, such studies would provide significant feedback to FL policy makers and teacher educators so as to ensure the quality and the success of FLL. Our research study, therefore, sought to assess English language learner linguistic achievements in connection to their teacher linguistic competences in the Croatian context. The research drew upon the data collected within the longitudinal and transnational project Early Language Learning in Europe (ELLiE). The study sample consisted of two generalist teachers who teach lower primary English in two small-town primary schools and four of their learners respectively. Over the first four years of FLL we carried out qualitative analysis of teacher linguistic competences based on classroom observations and teacher interviews. The interaction task, carried out at the end of the fourth year of English language learning, enabled, on the other hand, the qualitative and quantitative analysis of learner oral production. The results obtained were compared and the relationship between teacher and learner linguistic competences was established. The results of the study indicated that teacher linguistic competences, prompt the development of learner linguistic competences