My post above, as you can see, is specifically about these organismes de formation, so language schools or organismes or any other bona-fide language provider, in other words a formal setting, with tests, exams etc., very different from informal tuition which is often geared towards conversation and of course where you can get away with “not excellent” French.
I suppose it also hinges on one’s definition of “tip top” (excellent), it will vary from person to person, a bit like the vague “fluent”. But for the sake of argument, the minimum I’d define as “tip top” would be C2 on the CEFR (C1 at a pinch I suppose), and I think that goes for most language practitioners like myself.
But more generally and without getting bogged down into definitions and too much theory, I think that you have to look at the thing as a whole, as if it were a big puzzle say. And while within that puzzle there will be a piece or two (component of a course) that would absolutely apply to what you’re saying, on their own this couple of pieces aren’t enough to prove the theory.
Practically speaking, there are a few things to consider here to address your point and mine in that short post last night as it needs fleshing out, both from the viewpoint of the employer (and of course the professional qualification they will require from applicants) and from the viewpoint of the course content, and possible subsequent tests/exams related to it.
The employer & professional qualifications. The employer, and I’d imagine that goes for language schools and organismes de formation providing English teaching, will require the applicant to have some sort of language diploma, or/and a solid experience in teaching language in a formal setting with exams and stuff (school, language school etc.). There can be exceptions to that rule of course, there always are, for instance if the applicant is bilingual or perfectly bilingual (def. of the latter: the person speaks both languages equally well) but they really are the outlier here.
Any language diploma, certificate, degree etc. worth its salt will require the learner to have a fairly high level of proficiency in both languages to be able to tackle any course. That’s because of the nature of the content in that course, that’s my second point.
The course content, and possible subsequent tests/exams related to it. Any “formal” or national diploma/certificate/degree etc. I’ve come across (and I’ve been involved in learning and teaching language for 40 years) had a translation component (usually both ways, E>F and F>E, version and thème in old money), at least in one guise or another. Whether you’re talking of the Baccalauréat, the Cambridge Certificate of Proficiency in English, language degrees of course, BTS, DUT, A Level etc. they all have that built into the course, and more often than not also built into the exams proper. There can be interpreting too, both ways, and/or summaries to provide, in French, from English, etc.
As you found out recently during your informal ITW with a language school in the Dordogne I think it was, they welcomed your native speaker skills but as their main exam had a 3-hour long translation built in (an épreuve de thème IIRC, a version would have been less challenging for you but still difficult), you wrote that it seemed to be a problem for them.
Without C1-C2 French-English, all these tasks would difficult thing to tackle properly, with accuracy I mean. Of course one can always try to wing it and blag one’s way but that doesn’t usually work for long, especially if the exam/test results aren’t brilliant.
It’s not just about teaching, if you work in an organisme de formation it is more than likely that you’ll be required to do more than just teach. As I wrote, I know two acquaintances from my university days who work in that setting and their remit extends way beyond teaching. Look for instance at the long list under “Mission” and “Activités” list in this job description for a “formateur/trice en langue anglaise” in Belgium (and many such organismes want their pound of flesh), you’d certainly need to have excellent French to carry out these tasks.
Of course, some schools (ordinary schools, language schools etc.) and course providers sometimes employ natives just for conversational purposes, to tackle the oral component of a course, and you’re right on this one, in this case you wouldn’t necessarily need to have excellent French or English, especially for beginners and intermediates. I know for instance a couple of private high schools in England who employ a native speaker a few hours a week specifically to improve kids’ conversational skills and oral fluency, to improve their accent etc. entirely via oral activities, role-plays, “telephone” tasks etc. (I’ll add though that these people I know and have known have good or excellent French and English).
So, yeah, I suppose you could in some circumstances get away with “not excellent” French & English and still be employed to provide a specific task (maybe also if you have a specific skill too in a particular, sought-after area). A bit like the language assistants in a school, who are mainly used for oral & aural activities. Although, again, pretty much all the language assistants I’ve met (so, people in their 3rd year or with a degree) had good or excellent English. And maybe some organismes de formation do that, maybe they employ native speaker (who don’t have excellent French I mean), purely for conversational reasons, I don’t know.
There is also the matter of competition, there are many English speakers in France with excellent French, for a variety of reasons, so they would have the edge over others, especially if on top of their excellent skills they have a solid language qualification.
J’imagine que t’as envoyé pas mal de CV à des écoles de langue, des organismes de formation, etc. quelles sont leurs exigences en général ? Et t’as quoi comme retour(s) par rapport à ta candidature ?