- •Using the electronic version
- •Bookmarks
- •Moving around the text
- •Finding a word or phrase in the text
- •Using the hyperlinks in the text
- •Copying the text
- •Printing the text
- •CONTENTS
- •PREFATORY NOTE
- •NOTES FOR THE USER
- •SYNOPSIS
- •1 The Common European Framework in its political and educational context
- •1.2 The aims and objectives of Council of Europe language policy
- •1.4 Why is CEF needed?
- •1.5 For what uses is CEF intended?
- •1.6 What criteria must CEF meet?
- •2 Approach adopted
- •2.1.1 The general competences of an individual
- •2.1.2 Communicative language competence
- •2.1.3 Language activities
- •2.1.4 Domains
- •2.1.5 Tasks, strategies and texts
- •2.3 Language learning and teaching
- •2.4 Language assessment
- •3 Common Reference Levels
- •3.1 Criteria for descriptors for Common Reference Levels
- •3.2 The Common Reference Levels
- •3.3 Presentation of Common Reference Levels
- •3.4 Illustrative descriptors
- •Communicative activities
- •Strategies
- •3.5 Flexibility in a branching approach
- •3.6 Content coherence in Common Reference Levels
- •3.7 How to read the scales of illustrative descriptors
- •4 Language use and the language user/learner
- •4.1 The context of language use
- •4.1.1 Domains
- •4.1.2 Situations
- •4.1.3 Conditions and constraints
- •4.1.4 The user/learner’s mental context
- •4.2 Communication themes
- •4.3 Communicative tasks and purposes
- •4.3.4 Ludic uses of language
- •4.3.5 Aesthetic uses of language
- •4.4 Communicative language activities and strategies
- •4.4.1 Productive activities and strategies
- •4.4.2 Receptive activities and strategies
- •4.4.4 Mediating activities and strategies
- •4.4.5 Non-verbal communication
- •4.5 Communicative language processes
- •4.5.1 Planning
- •4.5.2 Execution
- •4.5.3 Monitoring
- •4.6 Texts
- •4.6.1 Texts and media
- •4.6.2 Media include:
- •4.6.3 Text-types include:
- •4.6.4 Texts and activities
- •5 The user/learner’s competences
- •5.1 General competences
- •5.1.1 Declarative knowledge
- •5.1.2 Skills and know-how
- •5.1.4 Ability to learn
- •5.2 Communicative language competences
- •5.2.1 Linguistic competences
- •5.2.2 Sociolinguistic competence
- •5.2.3 Pragmatic competences
- •6 Language learning and teaching
- •6.1 What is it that learners have to learn or acquire?
- •6.1.3 Plurilingual competence and pluricultural competence
- •6.1.4 Variation in objectives in relation to the Framework
- •6.2 The processes of language learning
- •6.2.1 Acquisition or learning?
- •6.2.2 How do learners learn?
- •6.3 What can each kind of Framework user do to facilitate language learning?
- •6.4 Some methodological options for modern language learning and teaching
- •6.4.1 General approaches
- •6.5 Errors and mistakes
- •7 Tasks and their role in language teaching
- •7.1 Task description
- •7.2 Task performance
- •7.2.1 Competences
- •7.2.2 Conditions and constraints
- •7.2.3 Strategies
- •7.3.1 Learner competences and learner characteristics
- •7.3.2 Task conditions and constraints
- •8.2 Options for curricular design
- •8.2.2 From the partial to the transversal
- •8.3 Towards curriculum scenarios
- •8.3.1 Curriculum and variation of objectives
- •8.3.2 Some examples of differentiated curriculum scenarios
- •8.4.1 The place of the school curriculum
- •8.4.3 A multidimensional and modular approach
- •9 Assessment
- •9.1 Introduction
- •9.2.2 The criteria for the attainment of a learning objective
- •9.3 Types of assessment
- •9.3.3 Mastery CR/continuum CR
- •9.3.5 Formative assessment/summative assessment
- •9.3.6 Direct assessment/indirect assessment
- •9.3.7 Performance assessment/knowledge assessment
- •9.3.8 Subjective assessment/objective assessment
- •9.3.9 Rating on a scale/rating on a checklist
- •9.3.10 Impression/guided judgement
- •9.3.11 Holistic/analytic
- •9.3.12 Series assessment/category assessment
- •9.4 Feasible assessment and a metasystem
- •General Bibliography
- •Descriptor formulation
- •Scale development methodologies
- •Intuitive methods:
- •Qualitative methods:
- •Quantitative methods:
- •Appendix B: The illustrative scales of descriptors
- •The Swiss research project
- •Origin and Context
- •Methodology
- •Results
- •Exploitation
- •Follow up
- •References
- •The descriptors in the Framework
- •Document B1 Illustrative scales in Chapter 4: Communicative activities
- •Document B2 Illustrative scales in Chapter 4: Communication strategies
- •Document B3 Illustrative scales in Chapter 4: Working with text
- •Document B4 Illustrative scales in Chapter 5: Communicative language competence
- •Document B5 Coherence in descriptor calibration
- •Appendix C: The DIALANG scales
- •The DIALANG project
- •The DIALANG assessment system
- •Purpose of DIALANG
- •Assessment procedure in DIALANG
- •Purpose of self-assessment in DIALANG
- •The DIALANG self-assessment scales
- •Source
- •Qualitative development
- •Translation
- •Calibration of the self-assessment statements
- •Other DIALANG scales based on the Common European Framework
- •Concise scales
- •Advisory feedback
- •References
- •Document C1 DIALANG self-assessment statements
- •Document C3 Elaborated descriptive scales used in the advisory feedback section of DIALANG
- •The ALTE Framework
- •The development process
- •Textual revision
- •Anchoring to the Council of Europe Framework
- •References
- •Document D1 ALTE skill level summaries
- •Document D2 ALTE social and tourist statements summary
- •Document D3 ALTE social and tourist statements
- •Document D4 ALTE work statements summary
- •Document D5 ALTE WORK statements
- •Document D6 ALTE study statements summary
- •Document D7 ALTE STUDY statements
- •Index
Document D2 ALTE social and tourist statements summary
ALTE Level |
Listening/Speaking |
Reading |
Writing |
|
|
|
|
ALTE Level 5 |
CAN talk about complex or sensitive |
CAN (when looking for accommodation) |
CAN write letters on any subject with |
|
issues without awkwardness. |
understand a tenancy agreement in |
good expression and accuracy. |
|
|
detail, for example technical details and |
|
|
|
the main legal implications. |
|
|
|
|
|
ALTE Level 4 |
CAN keep up conversations of a casual |
CAN understand complex opinions/ |
CAN write letters on most subjects. Such |
|
nature for an extended period of time |
arguments as expressed in serious |
difficulties as the reader may experience |
|
and discuss abstract/cultural topics with |
newspapers. |
are likely to be at the level of vocabulary. |
|
a good degree of fluency and range of |
|
|
|
expression. |
|
|
|
|
|
|
ALTE Level 3 |
CAN keep up a conversation on a fairly |
CAN understand detailed information, |
CAN write to a hotel to ask about the |
|
wide range of topics, such as personal |
for example a wide range of culinary |
availability of services, for example |
|
and professional experiences, events |
terms on a restaurant menu, and terms |
facilities for the disabled or the provision |
|
currently in the news. |
and abbreviations in accommodation |
of a special diet. |
|
|
advertisements. |
|
|
|
|
|
ALTE Level 2 |
CAN express opinions on abstract/ |
CAN understand factual articles in |
CAN write letters on a limited range of |
|
cultural matters in a limited way and |
newspapers, routine letters from hotels |
predictable topics related to personal |
|
pick up nuances of meaning/opinion. |
and letters expressing personal opinions. |
experience and express opinions in |
|
|
|
predictable language. |
|
|
|
|
ALTE Level 1 |
CAN express likes and dislikes in |
CAN understand straightforward |
CAN complete most forms related to |
|
familiar contexts using simple language |
information, for example labels on food, |
personal information. |
|
such as ‘I (don’t) like . . .’ |
standard menus, road signs and |
|
|
|
messages on automatic cash machines. |
|
|
|
|
|
ALTE Break- |
CAN ask simple questions of a factual |
CAN understand simple notices and |
CAN leave a very simple message for a |
through Level |
nature and understand answers |
information, for example in airports, |
host family or write short simple ‘thank |
|
expressed in simple language. |
on store guides and on menus. |
you’ notes. |
|
|
CAN understand simple instructions on |
|
|
|
medicines and simple directions to |
|
|
|
places. |
|
|
|
|
|
Appendix D: The ALTE ‘Can Do’ statements
Document D3 ALTE social and tourist statements
Overview of concerns and activities covered
CONCERN |
ACTIVITY |
ENVIRONMENT |
LANGUAGE SKILL |
|
|
|
REQUIRED |
|
|
|
|
Day-to-Day Survival |
1. Shopping |
Self-service shops |
Listening/Speaking |
|
|
Counter service shops |
Reading |
|
|
Market place |
|
|
2. Eating Out |
Restaurants |
Listening/Speaking |
|
|
Self-service (fast food) |
Reading |
|
3. Hotel-type |
Hotels, B & B, etc. |
Listening/Speaking |
|
3. accommodation |
|
Reading, Writing |
|
|
|
(form filling) |
|
4. Renting temporary |
Agency, private landlord |
Listening/Speaking |
|
3. accommodation (flat, |
|
Reading, Writing |
|
3. room, house) |
|
(form filling) |
|
5. Settling into |
Host families |
Listening/Speaking |
|
3. accommodation |
|
Reading, Writing (letters) |
|
6. Using financial and |
Banks, bureaux de |
Listening/Speaking |
|
3. postal services |
change, post offices |
Reading, Writing |
|
|
|
|
Health |
Getting/staying well |
Chemist’s |
Listening/Speaking |
|
|
Doctor’s |
Reading |
|
|
Hospital |
|
|
|
Dentist’s |
|
|
|
|
|
Travel |
Arriving in a country |
Airport/port |
Listening/Speaking |
|
Touring |
Railway/bus station |
Reading, Writing (form |
|
Getting/giving |
Street, garage, etc. |
filling) |
|
directions |
Travel agency |
|
|
Hiring |
Rental firms (car, boat, |
|
|
|
etc.) |
|
|
|
|
|
Emergencies |
Dealing with |
Public places |
Listening/Speaking |
|
emergency situations |
Private places, e.g. hotel |
Reading |
|
(accident, illness, |
room |
|
|
crime, car breakdown, |
Hospital |
|
|
etc.) |
Police station |
|
|
|
|
|
Sightseeing |
Getting information |
Tourist office |
Listening/Speaking |
|
Going on tours |
Travel agency |
Reading |
|
Showing people around |
Tourist sights |
|
|
|
(monuments, etc.) |
|
|
|
Towns/cities |
|
|
|
Schools/colleges/ |
|
|
|
universities |
|
|
|
|
|
Socialising |
Casual meeting/ |
Discos, parties, schools, |
Listening/Speaking |
|
getting on with |
hotels, campsites, |
|
|
people |
restaurants, etc. |
|
|
Entertaining |
Home, away from home |
|
|
|
|
|
The Media/Cultural |
Watching TV, films, |
Home, car, cinema, |
Listening/Reading |
events |
plays etc. |
theatre, |
|
|
Listening to the radio |
‘Son et Lumière’, etc. |
|
|
Reading newspapers/ |
|
|
|
magazines |
|
|
|
|
|
|
Personal contacts |
Writing letters, |
Home, away from home |
Listening/Speaking |
(at a distance) |
postcards, etc. |
|
(telephone) Reading, |
|
|
|
Writing |
|
|
|
|
253
Document D4 ALTE work statements summary
ALTE Level |
Listening/Speaking |
Reading |
Writing |
|
|
|
|
ALTE Level 5 |
CAN advise on/handle complex delicate |
CAN understand reports and articles |
CAN make full and accurate notes and |
|
or contentious issues, such as legal or |
likely to be encountered during his/her |
continue to participate in a meeting or |
|
financial matters, to the extent that |
work, including complex ideas |
seminar. |
|
he/she has the necessary specialist |
expressed in complex language. |
|
|
knowledge. |
|
|
|
|
|
|
ALTE Level 4 |
CAN contribute effectively to meetings |
CAN understand correspondence |
CAN handle a wide range of routine and |
|
and seminars within own area of work |
expressed in non-standard language. |
non-routine situations in which |
|
and argue for or against a case. |
|
professional services are requested from |
|
|
|
colleagues or external contacts. |
|
|
|
|
ALTE Level 3 |
CAN take and pass on most messages |
CAN understand most correspondence, |
CAN deal with all routine requests for |
|
that are likely to require attention |
reports and factual product literature |
goods or services. |
|
during a normal working day. |
he/she is likely to come across. |
|
|
|
|
|
ALTE Level 2 |
CAN offer advice to clients within own |
CAN understand the general meaning |
CAN make reasonably accurate notes at a |
|
job area on simple matters. |
of non-routine letters and theoretical |
meeting or seminar where the subject |
|
|
articles within own work area. |
matter is familiar and predictable. |
|
|
|
|
ALTE Level 1 |
CAN state simple requirements within |
CAN understand most short reports or |
CAN write a short, comprehensible note |
|
own job area, such as ‘I want to order |
manuals of a predictable nature within |
of request to a colleague or a known |
|
25 of . . .’ |
his/her own area of expertise, provided |
contact in another company. |
|
|
enough time is given. |
|
|
|
|
|
ALTE Break- |
CAN take and pass on simple messages |
CAN understand short reports or |
CAN write a simple routine request to a |
through Level |
of a routine kind, such as ‘Friday |
product descriptions on familiar |
colleague, such as ‘Can I have 20X |
|
meeting 10 a.m.’ |
matters, if these are expressed in simple |
please?’ |
|
|
language and the contents are |
|
|
|
predictable. |
|
|
|
|
|
Appendix D: The ALTE ‘Can Do’ statements
Document D5 ALTE WORK statements
Overview of concerns and activities covered
CONCERN |
ACTIVITY |
ENVIRONMENT |
LANGUAGE SKILL |
|
|
|
REQUIRED |
|
|
|
|
Work-related |
1. Requesting work- |
Workplace (office, |
Listening/Speaking |
services |
related services |
factory, etc.) |
Writing |
|
2. Providing work- |
Workplace (office, |
Listening/Speaking |
|
related services |
factory, etc.) |
Writing |
|
|
customer’s home |
|
|
|
|
|
Meetings and |
Participating in |
Workplace (office, |
Listening/Speaking |
seminars |
meetings and seminars |
factory, etc.), |
Writing (notes) |
|
|
conference centre |
|
|
|
|
|
Formal presentations |
Following and giving a |
Conference centre, |
Listening/Speaking |
and demonstrations |
presentation or |
exhibition centre, |
Writing (notes) |
|
demonstration |
factory, laboratory etc. |
|
|
|
|
|
Correspondence |
Understanding and |
Workplace (office, |
Reading |
|
writing faxes, letters, |
factory, etc.) |
Writing |
|
memos, e-mail, etc. |
|
Reading |
|
|
|
|
Reports |
Understanding and |
Workplace (office, |
Reading |
|
writing reports (of |
factory, etc.) |
Writing |
|
substantial length and |
|
|
|
formality) |
|
|
|
|
|
|
Publicly available |
Getting relevant |
Workplace (office, |
Reading |
information |
information (from e.g. |
factory, etc.), home |
|
|
product literature, |
|
|
|
professional/trade |
|
|
|
journals, advertise- |
|
|
|
ments, web sites etc.) |
|
|
|
|
|
|
Instructions and |
Understanding notices |
Workplace (office, |
Reading |
guidelines |
(e.g. safety.) |
factory, etc.) |
Writing |
|
Understanding and |
|
|
|
writing instructions (in, |
|
|
|
for example, |
|
|
|
installation, operation |
|
|
|
and maintenance |
|
|
|
manuals) |
|
|
|
|
|
|
Telephone |
Making outgoing calls |
Office, home, hotel |
Listening/Speaking / |
|
Receiving incoming |
room, etc. |
Writing (notes) |
|
calls (inc. taking |
|
|
|
messages/writing notes) |
|
|
|
|
|
|
255