CONCEPTUALIZING PEDAGOGICAL ENGLISH PROFICIENCY: A SYSTEMATIC REVIEW OF DIMENSIONS, THRESHOLDS, AND TEACHER COMPETENCIE
Keywords:
pedagogical English proficiency, systematic literature review, teacher competencies, threshold model, language assessmentAbstract
As English-medium instruction (EMI) and global educational standards evolve, the distinction between general language proficiency and pedagogical English proficiency (PEP) has become increasingly critical. Teachers are required not only to master the language but also to navigate the complex linguistic demands of instruction, student interaction, and content delivery. This systematic literature review (SLR) aims to synthesize current research on PEP by examining its conceptual dimensions, the evidence for threshold models, the reliability of assessment instruments, and the role of technology-enhanced models. Following PRISMA guidelines, a systematic search was conducted in the Scopus database using specific Boolean operators and inclusion criteria. From an initial pool of 422 records, 50 high-quality peer-reviewed articles were selected for final analysis. The data were analyzed using thematic synthesis to address four key research questions. The review identifies that PEP is a multidimensional construct encompassing accuracy, fluency, complexity, appropriation, and capacity. Findings support a “threshold model” where a specific level of general proficiency is necessary to utilize pedagogical knowledge effectively. Evaluation of existing instruments reveals a focus on psychometric reliability, with Cronbach's alpha values ranging from 0.70 to 0.91. Furthermore, recent literature highlights a significant shift toward technology-integrated models, including web-based platforms and AI-driven interactions (e.g., ChatGPT), which enhance self-efficacy and linguistic clarity. PEP is not a static trait but a dynamic competence influenced by sociocultural awareness and technological integration. This study highlights the importance of specialized professional development that bridges the gap between general linguistic abilities and classroom-specific communicative needs.
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