One way forward is to link the reading of the language level descriptors in the CEFR (2001), which were designed as a matrix for establishing equivalences between languages with a view to European mobility, with awareness of the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA, 2012). In the FREPA, descriptors of knowledge, know-how and interpersonal competences indicate a way of learning a language and of living in a multicultural and plurilingual society.

In the section entitled "How can languages be assessed", we will look at a system along these lines which was set up in Italy.

One of the keys to implementing equitable assessment of language competences is to respect learning timeframes, particularly as regards aspects of communicative competence such as BICS and CALP, as described by Cummins (2008). BICS (Basic Interpersonal Communication Skills) are the (often oral) language competences for interpersonal, contextualised communication that are acquired initially and often more quickly than the more abstract written (e.g. a definition) or oral (e.g. a presentation) competences linked to academic genres of discourse (CALP Cognitive Academic Language Proficiency). This applies mainly to the language of schooling even if it is also used in the home environment.

It is necessary to take account of these different timescales of language acquisition, for example, by separating these two types of competences, BICS and CALP, in the assessment process.

For example, sound oral communication competences cannot be used to predict a learner’s ability to write or deal with concepts and analytical tools.