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

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

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

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

COMMON FRAMEWORK Council of Europe / European Union BASIC USERS (A1 and A2) INDEPENDENT USERS (B1 and B2) PROFICIENT USERS (C1 and C2) European tests all use this scale– e.g., Alliance Française / Goethe Institut

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

Europass used in language / culture assessment by employers Europass Language Passport -- summary of language skills and cultural experiences Europass Standard cv Diploma supplements and tools

Global Language Portfolio

Global Language Portfolio Welcome Page Language Passport Language Biography Dossier

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

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

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

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

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