TESTING LANGUAGE SKILLS AND THE COMMON EUROPEAN
FRAMEWORK OF REFERENCE FOR LANGUAGES
Testing Language Skills
Section II.6 of the Action Plan discusses the testing of language skills. The March
2002 Barcelona meeting of Heads of State and Government noted the lack of data on
citizens’ actual language skills and called for the establishment of a European
Indicator of Language Competence. There is currently a great diversity of tests and
certificates of language skills in Europe, which makes comparisons difficult.
Inventory of Language Certification in Europe
Forthcoming Research
The National Foundation for Educational Research (NFER) in Britain has been
contracted by the European Commission to undertake an inventory of the main
systems that are currently available outside national education systems for certifying
language competence in the European Union. They will investigate the contexts in
which these certificates are used. In order to improve the transparency and portability
of the assessment and certification of language skills in Europe, the research is
designed to:
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present factual information from providers on the characteristics of their
certificate;
investigate feedback from users (language schools and teaching organisations)
on particular benefits or drawbacks of the certificates they use;
recommend measures that can further enhance the transparency, portability
and quality of language certification.
A searchable on-line inventory, that can be used to find out information about
language certificates, will be available on the European Commission website in early
2006, as well as the final report, discussing the overall context of language
certification.
For further information about the inventory of language certification in Europe, see:
http://www.nfer.ac.uk/research-areas/pims-data/outlines/inventory-of-languagecertification-in-europe.cfm
Common European Framework of Reference for Language (CEFR)
The Action Plan cites the Council of Europe’s Common European Framework of
Reference for Language (CEFR). Its scales provide a basis for schemes “to describe
individuals’ language skills in an objective, practical, transparent and portable
manner”. The CEFR aims to provide an internationally recognised, linguistically
coherent framework for every aspect of language teaching and learning.
http://www.coe.int/T/E/Cultural_Cooperation/education/Languages/Language_Policy/Common_Framework_of_Referenc
e/default.asp
The European Language Portfolio is also recognised in the Action Plan as a tool “to
help people to value, and make the most of, all their language skills, howsoever
acquired, and to carry on learning languages by themselves”
http://culture2.coe.int/portfolio/inc.asp?L=E&M=$t/208-10/main_pages/welcome.html
LOCAL EXAMPLES OF CERTIFICATION
The Languages Ladder – Steps to Success (England)
(adapted from CILT Digest 2006: 52-53)
The development of a national recognition scheme for languages is one of the central
objectives of the Government’s National Languages Strategy for England.
This scheme – better known as ‘the Languages Ladder’ – was officially launched in
May 2005. It complements the existing national qualifications – General Certificate
of Secondary Education (GCSE), Advanced Supplementary (AS)/Advanced (A) level
and National Vocational Qualifications (NVQ) – and provides a ‘ladder of
recognition’, from Breakthrough (Entry Level) to Mastery (post-graduate level),
reflecting the stages of the Common European Framework of Reference.
The scheme is not age-related and can be used with both children and adults, and
offers discrete skills assessment (Listening, Speaking, Reading, Writing) so that
learners may, for example, focus on developing their reading skills in one or more
languages. The Ladder comprises six stages, from Breakthrough to Mastery (split up
into smaller ‘steps’ or grades), which consist of a series of ‘can-do’ statements. An
emphasis on climbing the ladder through the achievement of short-term goals is
designed to motivate pupils. The statements are generic and can thus be used for any
language.
It is not associated with any particular programme of study and can therefore be used
informally in the classroom to support formative assessment and Assessment for
Learning. The Languages Ladder scheme has three strands which can all be used
independently and in any combination. The Languages Ladder statements can be
used for benchmarking progress in any skill in any language; there is a formal
teacher-assessed model and external tests in all four skills.
Key features of the Languages Ladder are:
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''Cando'' statements for each grade in each skill;
Discrete assessment for each of the four skills;
Students/ learners may wish to be assessed & progress in just one skill in any
one language;
External assessment at the interface between ''stages'';
Development of online & just-in-time testing for some of the assessments;
Possibilities for teacher assessment within each ''stage'' of grades; and
Equivalence to existing qualification levels
Asset Languages
Cambridge Assessment (formerly UCLES) has been awarded the contract to develop
the teacher-assessed model and the external tests – known as Asset Languages –
which evaluate learner achievement against the Languages Ladder. Asset Languages
tests are qualifications recognised within the National Qualifications Framework and
attract achievement and attainment points (which contribute towards the threshold for
performance tables). The external assessments were launched in September 2005, in
the first three stages (Breakthrough, Preliminary and Intermediate) in eight initial
languages: Chinese, French, German, Italian, Japanese, Panjabi, Spanish and Urdu.
The Breakthrough stage is an Entry Level qualification; the Preliminary and
Intermediate stages are respectively Level 1 and Level 2 qualifications (i.e. the
equivalent of Foundation/Higher GCSE). There are several assessment opportunities
in each year with both paper and computer based tests.
From Autumn 2006, additional languages within the first three stages are likely to be:
Arabic, Bengali, Greek, Gujarati, Hindi, Irish, Polish, Portuguese, Russian, Somali,
Swedish, Tamil, Turkish, Welsh and Yoruba. At the same time, the Advanced stage
(a Level 3 qualification) will be available, in French, German and Spanish in the first
instance. Additional languages and levels will be phased in through to Autumn 2008.
The Languages Ladder scheme does not define any particular course of study and can
be used to enhance existing schemes of work. It could provide motivation during and
recognition of achievement in Key Stage 3, for example, and it can support language
learning in Key Stage 4 and post-16 within a wide range of learning pathways,
including vocational and work-related contexts.
For further information on the Languages Ladder, see
www.dfes.gov.uk/languages/DSP_languagesladder.cfm
The European Certificate for Irish
CRAMLAP partners, the Language Centre and the Department of Modern Irish in the
National University of Ireland, Maynooth, have developed Functional/Notional
syllabuses for A1 and A2 and B1 and B2 Irish, based on the CEFRR. The B and C
levels are in development.
The syllabuses are designed to form the basis of course design. They do not prescribe
or recommend the actual pedagogy to be employed. The authors of the Teastas
syllabuses have produced the Abair Leat series for teachers of adults which provides
some useful activities.
The Maynooth Language Centre is an full member of the Association of Language
Testers in Europe (ALTE) and the Certificate will allow learners to gain a
qualification which will be recognised across Europe.
NUI Maynooth will act as the national examination centre, but it is expected that a
number of regional and international centres will be established over time.
The Teastas examinations and certification could also be offered to motivate students
in their studies and provide proof of linguistic competence.
Sample
examinations
are
available
www.nuim.ie/language/irishexams.html
on
the
website
at
The syllabuses have been devised for, among others, ab initio learners of Irish abroad.
Teachers in third level institutions should find them useful in the design of their own
course and assessment procedures.
An English version of syllabus A1 and A2 had been provided by CRAMLAP to allow
for possible further translation into other languages.
The levels of competence laid out in the CEFR are
A
Basic User
B
Independent User
C
Proficient User
A1
B1
C1
A2
B2
C2
In general, it is advised that candidates should complete 80 and 100 hours of contact
time and personal study combined for each of Syllabus A1 and A2 (Bonnleibhéal 1
and 2) and 350-400 hours and 500-600 hours for levels B1 and B2 respectfully.
General Points
The emphasis in these syllabuses is on the communicative use of the language. The
syllabus lays down the minimum content areas required for Foundation Level.
The specific needs and interests of the learners should be ascertained by prior
discussion or the use of simple questionnaires at the outset, keeping in mind that the
course may be held abroad and the opportunities for communicative conversation will
be limited, particularly for many regional and minority languages. An example of
such a questionnaire can be found on page 129 of Abair Leat!: Leibhéal 1, Cuid 1 The
requirements and expectations of Higher Education students should be considered,
particularly those following courses where the linguistic and grammatical aspects are
emphasised. In such circumstances, the skill of reading is likely to prove as equally
motivating as speaking.
The grammatical structures required for the content are provided. Grammar should be
taught as required in communication. However, since the context is Higher Education,
students are likely to expect and prefer clear structural guidance and understanding,
and so the role of grammar must be considered carefully. While some versions of
Communicative Language Teaching have underplayed the role of grammar, this
approach is unlikely to be successful in university, and this is reflected in the
responses from CRAMLAP’s Celtic Studies questionnaires. An eclectic approach to
language teaching, combining communication and structure, is more likely to prove
successful than a simple exposure to transactional scenarios.
While the CEFR has less focus on mechanical grammar practice,
The Framework cannot replace reference grammars or provide a strict
ordering (though scaling may involve selection and hence some ordering in
global terms) but provides a framework for the decisions of practitioners to be
made known. (CEFR 2001: 152)
The particular grammatical and idiomatic individuality of the language must be
incorporated. So, in the Celtic languages, the pedagogy will recognise the importance
for students to be able to manipulate prepositional structures and idioms such as “Tá
X orm - I am X”; “Y mae X gen i – I have X”. Similarly, the mutation system, so
characteristic of Celtic languages, must be explained and practised, orally and in
writing. Apparently simple functions and notions such as asking where one lives and
how many are in one’s family involve particular idiomatic and structural knowledge
in Irish which must be factored into teaching and learning.
Reading list
Centre for Information on Language Teaching and Research – the National
Centre for Languages (CILT) (2006). Languages 2006: Digest of Policy, Research
and Statistics London: CILT
Council of Europe. (2001a). A Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. Cambridge University Press.
Also available for download from:
http://www.coe.int/T/E/Cultural_Cooperation/education/Languages/Language_Policy/Common_Framework_of_Referenc
e/1cadre.asp#TopOfPage
Council of Europe. (2001b). A Common European Framework of Reference for
Languages: Learning, Teaching, Assessment – A General Guide for Users.
Strasbourg:Council of Europe. (Document DGIV-EDU-LANG (2001) 1)
Heyworth, F. (2004). “Why the CEFR is important” in Morrow (ed) Oxford 12-21
Ionad na dTeangacha/Language Centre, Ollscoil na hÉireann, Má Nuad. (2005).
Lámhleabhar Teastas Eorpach na Gaeilge Maynooth
www.nuim.ie/language/irishexams.html
Morrow, K. (2004). Insights from the Common European Framework Oxford
University Press
Ní Mhaonaigh, S. and Ó Dónaill. E. (1999). Abair Leat!, Leibhéal 1, Cuid 1. Béal
Feirste: Iontaobhas ULTACH.
Ní Mhaonaigh, S. and Ó Dónaill. E. (1999). Abair Leat!, Leibhéal 1, Cuid 2.
Belfast: Iontaobhas ULTACH