The aim of this study program is to prepare English language teachers to be professionally equipped, both from  a theoretical and  didactic perspective, to teach in secondary  and upper elementary schools. These future teachers perform competently all activities teachers typically do, reflect on the needs of society as outlined in the state education policy documents and continue educating themselves. Therefore, the study program aims not only at acquiring deepened professional competencies both in linguistics and literature, but most importantly in professional didactics. Emphasis on the higher representation of individual programsʼ didactics is demonstrated by the fact that the English language as such is not only a discipline showing a personʼs knowledge, but also a significant skill discipline. This discipline requires properly conducted practice and training of language expertise which will ultimately  lead to successful automation of its use. In addition to the proper acquisition of the English language, students must be able to teach this language effectively.

The programʼs graduates show the strong personal and general professional competencies prerequisite in a teacher. Their communicative competence in English is at the C1 level both in receptive and productive skills. Furthermore, graduates acquire theoretical foundations and knowledge of their practical application at the linguistic, cultural and lingvodidactic level. At the linguistic level, they master the English language system and linguistic terminology, are able to apply the English language system in practice and depending on the linguistic and non-linguistic context, they can understand the principles of text construction and are able to analyze and interpret them. They can also compare English and Czech language systems and are aware of the impact of these differences on the system as a whole. At the cultural level, graduates have an overview of the socio-cultural background of the English language and are able to evaluate critically Anglophone literature and select texts from literature for child and adolescent which are appropriate for teaching English. Last but not least, they have an ample overview of the literary history of English-speaking countries which enables them to propose age-appropriate language reading to their students. At the lingvodidactic level, they are acquainted with methods and approaches of teaching English and can use them effectively and critically. They are able to design, effectively manage and evaluate the teaching process, and they can search, evaluate, didactically process and design additional materials. They know the principles of working in heterogeneous classes, are masters of the didactic technique, can create tests, and effectively use assessment and testing tools. In addition, they can work with error management and lead students to self-correction and the development of the required competencies. They apply efficiently the principles of integration of subjects in teaching, are aware of the role of English as a tool of communication between different cultures and are able to adapt teaching to this role. They are familiar with the Common European Framework of Reference for Languages, the European Language Portfolio and the Framework Educational Programs. They can actively participate in the modification of the school educational program. They use reflections both to improve the effectiveness of learning and for their own professional growth and they consider lifelong professional training to be a necessity. Graduates can work not only primarily as teachers at secondary schools and at the upper level of primary schools, but also at language schools and corporate institutes.