Where a language school teacher can go next
5 destinations recorded, ranked by how much of the target role a language school teacher already meets. The closer to the top of Table 1, the less there is to learn.
Language school teachers educate non-age-specific students in a language that is not their native language at a specialised school, not bound by a level of education. They focus less on the academic aspect of language teaching, as opposed to language teachers in secondary or higher education, but instead on the theory and practice that will be most helpful to their students in real-life situations since most choose instruction for either business, immigration or leisure reasons. They organise their classes using a variety of lesson materials, work interactively with the group, and assess and evaluate their individual progress through assignments and examinations, putting emphasis on active language skills such as writing and speaking.
- Highest coverage recorded
- 79%
- Destinations
- 5each with a full record
- Within reach
- 5difficulty under 55
- Skills on file
- 53required or supplementary
Table 1 · Within reach
- adult literacy teacher 79% covered · difficulty 29.3
- modern languages teacher secondary school 64% covered · difficulty 44.2
- university teaching assistant 63% covered · difficulty 36.3
- agriculture, forestry and fishery vocational teacher 60% covered · difficulty 47.2
- hospitality vocational teacher 59% covered · difficulty 48.3
Look up another occupation
language school teacher is filed under Professionals, ISCO major group 2. The full index lists all ten groups.
How these figures were compiled
Coverage is the share of the target role’s weighted skill requirement a language school teacher already meets, counting required skills in full and supplementary ones at 0.35. It is directional: the figure for the reverse move differs. Every entry above opens the full comparison for that move: what carries over, what is missing, and where to start. The full method.