EUROPEAN LANGUAGE PORTFOLIO GLOBAL LANGUAGE PORTFOLIO Title VI

EUROPEAN LANGUAGE PORTFOLIO & GLOBAL LANGUAGE PORTFOLIO Title VI 50 th Anniversary Conference (March 19, 2009) Patricia W. Cummins Virginia Commonwealth University pcummins@vcu. edu

Assessing Language Skills and Intercultural Competence American Language Rating Scales n European Language Rating Scales n Evaluating Intercultural Competence n Self assessment / formal testing n Europass or Global Language Portfolio n

U. S. Government Interagency Language Roundtable(ILR) Scale n n n 0 or 0+ -- Novice level 1 or 1+ -- Intermediate level 2 or 2+ -- Advanced level (minimal working proficiency / business equivalents) 3 or 3+ -- Superior (full working proficiency) 4 or 4+ -- Distinguished (translator/interpreter)

American National Standards Collaborative – ACTFL+ others n ACTFL-ETS Reading, Writing, Speaking, Listening Novice (Low, Mid, High) ¨ Intermediate (Low, Mid, High) ¨ Advanced (Low, Mid, High) ¨ Superior ¨ ¨ n Distinguished FIVE C’s -- Communication + Cultures, Connections, Comparisons, Communities

COMMON FRAMEWORK Council of Europe / European Union n BASIC USERS (A 1 and A 2) n INDEPENDENT USERS (B 1 and B 2) n PROFICIENT USERS (C 1 and C 2) n European tests all use this scale– e. g. , Alliance Française / Goethe Institut

European Language Portfolio Skill assessment – common framework n Language passport summary n Language biography self assessment checklists (what you “can do” by level) n Language dossier – official certifications and tests + oral and written samples n

Europass used in language / culture assessment by employers Europass Language Passport -- summary of language skills and cultural experiences n Europass Standard cv n Diploma supplements and tools n http: //europass. cedefop. europa. eu/ n

Global Language Portfolio http: //www. globallanguageportfolio. com

Global Language Portfolio n Welcome Page n Language Passport n Language Biography n Dossier

Global Language Portfolio European vs. Global Assessment Global Language Passport referencing American and European rating scales n Assessment of current skills and future goals (Language Biography checklists) n Dossier to document certifications or test results, plus oral and written samples n

Global Language Portfolio Web Site Learning – personal goals and planning strategies based on self-assessments n Teaching – textbooks, planned activities n Assessment – based on self-assessment and formal testing or certification n

Writing job descriptions and screening applicants Determine what language skills are needed for a specific open position. n Assess skills of employees / job applicants based on “can do” checklists. n Use American or European rating levels in job descriptions / evaluation process. n

Language training & preparation for international assignments Establish realistic time tables to achieve language skill levels. n Match training programs or software to goals identified in “can do” statements. n Match testing and certifications to skills n Tailor training to meet language needs. n

Hiring and training culturally competent managers How comfortable are audience members? n Pre-survey used for course on Language and Identity in the Arab World n Suggested readings and self-help books on handout n