Language tests are not necessarily the most appropriate form of assessment to use with adult migrants, especially when linked to financial or social sanctions, because they can undermine motivation to learn. In some circumstances, particularly when assessment is associated with a language course, it may be preferable to use an alternative instrument, for example a portfolio. The European Language Portfolio is especially suitable for this purpose because it is explicitly linked to the categories of language use and the levels of proficiency described in the Common European Framework of Reference for Languages (CEFR). Plus...

The concept of repertoire of languages (or language repertoire) is not specific to migrants: it refers to the fact that all individuals are potentially or actually plurilingual. The “plurilingual competence” is the manifestation of the capacity for speech which is part of the genetic make-up of all human beings and which can be used in several languages in succession throughout a person’s lifetime. (The Council of Europe differentiates between plurilingualism as a competence for speakers (able to use more than one language) and multilingualism, which refers to the presence of several languages within a given area). Plus...

Some frames of reference for language competence in the workplace, that are drawn up as a basis for designing a training scheme, describe specific competences rather than just the general skills provided for under general language teaching. In France, for example, such frames of reference exist for posts in the local and regional civil service and in the construction and civil engineering sectors. Plus...

Traditionally language competence is thought of in holistic terms, as a collection of undifferentiated abilities. Examples of this approach are the requirement that pupils should achieve CEFR level B2 in their first foreign language by the time they leave school, or that adult migrants should achieve CEFR level A2 in the language of the host community in order to secure a long-term residence permit. Plus...

The European Language Portfolio (ELP) is designed to support the development of learner autonomy, intercultural awareness and plurilingualism. Conceived and developed by the Council of Europe in parallel with the Common European Framework of Reference for Languages (CEFR), it allows users to record their experience of learning languages other than their mother tongue(s) and to assess their language learning achievements against the proficiency levels of the CEFR. In this way it can serve as a complement to certificates and diplomas. Plus...

The Council of Europe’s project ‘Linguistic Integration of Adult Migrants’ (LIAM) aims to help member states to develop inclusive language policies based on Council of Europe shared values: respect for human rights and the dignity of the person, democracy and the rule of law. Plus...

Migrants’ questions are not confined to ensuring that they learn the host country’s majority language. The mechanisms to be built up must provide the preconditions for successful reconfiguration of their language repertoires. Plus...

The European Language Portfolio (ELP) is designed to support the development of learner autonomy, intercultural awareness and plurilingualism. Conceived and developed by the Council of Europe in parallel with the Common European Framework of Reference for Languages (CEFR), it allows users to record their experience of learning languages other than their mother tongue(s) and to assess their language learning achievements against the proficiency levels of the CEFR. In this way it can serve as a complement to certificates and diplomas. Plus...

A language course curriculum for adult migrants that takes Council of Europe principles into account puts the needs, expectations and language profile of migrants at the heart of the process of course design. Those responsible for designing courses or series of courses for adult migrants consider the specific needs of the learners expected to enrol on each course, including their educational and cultural background, their level of literacy in their own language or other languages, their situation in the host country, their specific vocational, professional or social language needs, and so on. Plus...

Dans la vie quotidienne, certaines activités langagières sont pratiquées plus fréquemment que d’autres. Ainsi, presque toutes les activités de communication liées aux interactions sociales et aux échanges qui ont lieu dans les magasins, banques, etc. correspondent au niveau A2, et, dans la plupart des sociétés, la majorité des locuteurs natifs n’ont pas besoin de réaliser les tâches spécifiées pour la production et l’interaction aux niveaux les plus élevés du CECR. Plus...