A list of descriptors for one level of proficiency and/or different communicative activities, for use in learners’ self-assessment and/or teachers’ continuous assessment.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
The Common European Framework of Reference for Languages (CEFR) is an internationally recognized system for describing language proficiency. The CEFR is designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
A comprehensive overview of the philosophy of the Common European Framework of Reference for Languages (CEFR), describing its general and communicative language competences, communicative language activities and strategies.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
Social actor who participates in the construction of a societal project, promoting, for example, inclusion, health, well-being, environmental protection, or the fight against inequalities. He/She contributes to the evolution and transformation of the context, but also of communities, and therefore of the rights, responsibilities and values that they represent.
Term in French:
transformateur de la société
Acteur social qui participe à la construction d’un projet de société, promeut, par exemple, l’inclusion, la santé, le bien-être, la protection de l’environnement ou encore la lutte contre les inégalités. Il contribue à faire évoluer le contexte, mais aussi les communautés, et donc les droits, responsabilités et valeurs qui les sous-tendent.
Source: ECML resource website Digital citizenship through language education (2020-2022)
CLIL (Content and Language Integrated Learning) has established itself as the generic term for content and language integrated learning.
CLIL is a dual focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels (Maljers, Marsh, Wolff, Genesee, Frigols, Martín, Mehisto, 2010).
This broad term includes a number of approaches that A. Geiger-Jaillet, G. Schlemminger, and C. Le Pape Racine have set forth more precisely (see A. Geiger-Jailet, G. Schlemminger & C. Le Pape Racine (2016), Teach a subject in another language: Methodology and professional practice: CLIL-EMILE approach, 2nd edition, Peter Lang GmbH, Frankfurt, chapter 1).
Émilangues, EMILE / CLIL, site d’accompagnement pour les sections européennes ou de langues orientales,
www.emilangues.education.fr/formation/bibliographies/Emile__clil_ouvrages_et_articles
Coyle D., Hood P., Marsh D. (2010),
Content and Language Integrated Learning, Cambridge University Press.
Mehisto P., Marsh D. & Frigols M. J. (2008),
Uncovering CLIL, Macmillan Education.
Geiger-Jaillet A., Schlemminger G. & Le Pape Racine C. (2016),
Enseigner une discipline dans une autre langue : méthodologie et pratiques professionnelles : Approche CLIL-EMILE, Peter Lang GmbH, Frankfurt, 2
e édition.
Source: ECML resource website Developing language awareness in subject classes (2016-2019)
Content and Language Integrated Learning (CLIL) is “a dual focused educational approach in which an additional language is used for learning and teaching of both content and language”. CLIL is a widely used term and can be defined as an “umbrella term covering a dozen or more educational approaches (e.g., immersion, bilingual education, [...] and enriched language programmes”.
Mehisto P., Marsh D. & Frigols M. J. (2008), Uncovering CLIL, Macmillan Education, Oxford, p. 9 and 12.
Term in French:
EMILE
L’enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) est « une approche éducative à double objectif dans laquelle une langue supplémentaire est utilisée pour l’apprentissage et l’enseignement à la fois du contenu et de la langue ». EMILE est un terme largement utilisé et peut être défini comme un « terme général couvrant une douzaine d’approches éducatives ou plus (par exemple, l’immersion, l’éducation bilingue, [...] et les programmes linguistiques élargis ».
Term in German:
CLIL
Content and Language Integrated Learning (CLIL) ist „ein dual fokussierender Bildungsansatz, in dem eine weitere Sprache verwendet wird, um sowohl die Sprache als auch den Inhalt zu vermitteln und zu lernen“. CLIL ist ein recht weiter Begriff und kann definiert werden als „ein übergeordneter Begriff, der ein Dutzend oder mehr Bildungsansätze (z.B. Immersion, bilingualer Unterricht, […] und erweiterte Sprachenprogramme) umspannt“.
Source: ECML resource website CLIL in languages other than English – Successful transitions across educational stages (2020-2022)
An educational approach where the additional language is used for the learning and teaching of content and language with the objective of promoting both content and language learning.
Coyle D., Hood P., Marsh D. (2010),
CLIL: Content and Language Integrated Learning, “A window on CLIL”, 1-10, available at
https://assets.cambridge.org/97805211/30219/excerpt/9780521130219_excerpt.pdf.
Maljers A., Marsh D., Wolff D., Genesee F., Frigols-Martín M., Mehisto P. (2010), based on Marsh D. & Wolff D. (éds.) (2007),
Diverse contexts – Converging goals: CLIL in Europe, Peter Lang, Frankfurt.
Source: ECML resource website Inspiring language learning in the early years (2016-2019)
CLIL in other subjects means that languages that are not the language of schooling are used in subject teaching, e.g. by reading texts in French or German as additional language in social sciences.
Term in French:
EMILE dans d’autres matières
EMILE dans d’autres matières signifie que des langues qui ne font pas partie de langues de scolarisation sont utilisées dans l’enseignement des matières,
par exemple en lisant des textes en français ou en allemand comme langue supplémentaire en sciences sociales.
Term in German:
CLIL LOTE in anderen Fächern
CLIL in anderen Fächern bedeutet, dass Sprachen, die nicht Unterrichtssprachen sind, in Sachfächern benutzt werden, z.B. wenn man Texte auf Französisch oder Spanisch als zusätzliche Sprache(n) in Fächern wie Gesellschaftskunde liest.
Source: ECML resource website CLIL in languages other than English – Successful transitions across educational stages (2020-2022)
CLIL in the language classroom means that content from other subjects is integrated in language teaching, e.g. by using materials from biology, history or art in foreign language education.
Term in French:
EMILE en classe de langue
EMILE en classe de langue signifie que le contenu d’autres matières est intégré dans l’enseignement des langues, par exemple en utilisant des matériaux de biologie, d’histoire ou d’art dans l’enseignement des langues étrangères.
Term in German:
CLIL im Sprachenunterricht
CLIL im Sprachenunterricht bedeutet, dass Inhalte aus anderen
(Sach-)Fächern in den Sprachenunterricht integriert werden, z.B. indem Materialien aus den Fächern Biologie, Geschichte oder Kunst im Sprachenunterricht verwendet werden.
Source: ECML resource website CLIL in languages other than English – Successful transitions across educational stages (2020-2022)
Meaning does not pre-exist the communication or the reception of a written or an oral text. It is co-constructed by interlocutors or by the reader or the hearer in interaction with the text. Meaning is thus the product of collaboration, i.e. the interactional work accomplished by all the participants in the interaction (also the author of a given text). All interlocutors contribute to the co-construction and the negotiation of meaning, even when they contribute in different languages or with para-verbal or non-verbal behaviours (such as gestures, mimic, interjections, …). In case of clashes in the interaction, misunderstandings, lack of a common language or uneven linguistic competences in the language of interaction, the mediator plays a crucial role in building bridges between interlocutors and/or across different sources of information. He can, for instance, participate in the co-construction and negotiation of meaning by “co-constructing ideas/solutions; asking others to explain their thinking and identifying inconsistencies in their thought processes; summarising the discussion and deciding on next steps” (Council of Europe 2020: 109).
Further reading:
Piccardo E. and North B. (2019), The action-oriented approach: A dynamic vision of language education, Multilingual Matters, Bristol.
Council of Europe (2020),
Common European Framework of Reference for languages: Learning, teaching, assessment – Companion volume, Strasbourg, available at
www.coe.int/lang-cefr.
Source: ECML resource website Mediation in teaching, learning and assessment (2020-2021)
“Code switching (or code mixing) is a phenomenon linked to the concurrent use of more than one language or language variety. It occurs when a multilingual person shifts between one language or language variety and another, for instance from German to English, or from a formal to a casual register. Such switches, manifested syntactically and phonologically, are used to serve communicative purposes. The multilingual resources involved can be influenced by the social.”
Source: ECML resource website Teaching the language of schooling in the context of diversity (2012-2015)
In linguistics, cognates are words that have a common etymological origin; words in languages that share a similar meaning, spelling and/or pronunciation. (The word cognate derives from the Latin noun cognatus, which means “blood relative”.)
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
“patterns that have arisen from the demand that participants within the institution school orient towards explicit or implicit learning goals and the fact that they have the repeated need for communicating about ways of handling and acting upon curricular content, concepts, and facts (cf. cognitive process dimension of Anderson et al. 2001). It is their very nature to provide speakers with schemata (discoursal, lexical and grammatical) for coping with standard situations in dealing with the task of building knowledge and making it intersubjectively accessible.” (Dalton-Puffer 2013: 16)
Dalton-Puffer Christiane (2013), “A construct of cognitive discourse functions for conceptualizing”, EuJAL, Vol. 1 no. 2, p. 1-38.
Source: ECML resource website A pluriliteracies approach to teaching for learning (2012-2015)
The quality of parts meshing together to make up a holistic entity. For example, parts of a programme (objectives, teaching, assessment) or parts of a text (beginning, middle, end). Joined-up thinking.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
In the context of this project, collaboration in teachers’ work is seen as an essential component for transforming educational practices, because it breaks teachers’ isolation and facilitates change. Collaboration involves professional interactions that are more or less interdependent, determined by common tasks or objectives (Dochy et al., 2015: p. 23), such as the desire to co-construct a school culture marked by pluralistic approaches to languages and cultures. Here we adopt a strong interpretation of the concept of collaboration as a fundamental means of transforming teaching knowledge and practices. This includes cooperation between teachers and/or with other actors within the educational community, and is reflected in actions of assistance, support, and capable of leading to a plurilingual and intercultural education.
Further information
As explained by Villavicencio, Jaffe-Walter & Klevan (2021), “The literature on teacher collaboration emphasizes that effective collaboration involves a ‘deprivatization’ of practice (Little, 1990) as teachers come together to reflect on and share information related to teaching and learning, engage in inquiry into students’ needs, and learn new pedagogical strategies (Cochran-Smith & Lytle, 1999; Datnow, 2011; Little, 2003; McLaughlin & Talbert, 2001)” (pp. 103-227). In this sense, collaboration is considered essential if teachers want to change established teaching methodologies and act to make plurilingual and intercultural education a reality in language and culture teaching/learning contexts.
References
Dochy F., Kyndt E., Raes E., Vangrieken K. (2015), “Teacher collaboration: A systematic review”, Educational Research Review 15, pp. 17- 40.
Mesquita L., Pinho A. S. & Andrade A. I. (2016), “Trabalho colaborativo docente e educação plurilingue: que subversões a uma gramática da escola?”, Revista iberoamericana de educación, Vol. 70, 1, pp. 201-222.
Sannen J. et al. (2021), “Connecting teacher collaboration to inclusive practices using a social network approach”, Teaching and Teacher Education, 97, pp. 1-14.
Villavicencio A., Jaffe-Walter R. & Klevan S. (2021), “You can’t close your door here: Leveraging teacher collaboration to improve outcomes for immigrant English Learners”, Teaching and Teacher Education, 97, pp. 103-227.
Source: ECML resource website Developing teacher competences for pluralistic approaches (2020-2022)
Ability to communicate, work and co-construct meaning with others using digital technology.
Term in French:
littératie de la collaboration
Capacité à communiquer, travailler ou co-construire du contenu en utilisant le numérique.
Source: ECML resource website Digital citizenship through language education (2020-2022)
The Common European Framework of Reference provides a common basis for the creation of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. Through its Global Scale and the Self-assessment grid, it also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. These two features are central to assessment for the European Language Portfolio (ELP).
Source: ECML resource website ELP implementation support (2004-2007)
A commonly agreed ascending scale of levels, identified by standardised codes (e.g. B2, C1…) for proficiency in a range of linguistic skills, e.g. listening, spoken interaction or writing.
Source: ECML resource website ELP implementation support (2004-2007)
To facilitate the organisation of courses and to describe progress, the Common European Framework of Reference for languages (CEFR) presents six Common Reference Levels. The six levels are not intended to be absolute. Firstly, they can be grouped into three broad categories: Basic user (A1 and A2), Independent user (B1 and B2) and Proficient user (C1 and C2). Secondly, the six reference levels, which represent very broad bands of language proficiency, are very often subdivided.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
Teaching approach where negotiation for meaning is critical. Collaborative learning and peer interaction are important.
Source: ECML resource website ELP implementation support (2004-2007)
Sensitivity to language and language use, involving knowledge and understanding of the principles according to which languages are organised and used.
Source: ECML resource website ELP implementation support (2004-2007)
The ability to use one or more language varieties to communicate.
Council of Europe (2001),
Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press, Cambridge, p. 9, available at
https://rm.coe.int/1680459f97.
Term in French:
compétences communicatives
Capacité à utiliser une ou plusieurs variétés de langue.
Source: ECML resource website Young children’s language learning pathways (2020-2023)
The ability to use one or more language varieties to communicate according to the context.
Council of Europe (2001),
Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press, Cambridge, p. 9, available at
https://rm.coe.int/1680459f97.
Source: ECML resource website Inspiring language learning in the early years (2016-2019)
The distinction between the ability of getting a message across and the level of quality of the language used. Often referred to as fluency versus accuracy, the opposition highlights the need for targeted focus on either element at different moments of the teaching/learning process.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
The communicative language activities proposed by the Common European Framework of Reference for Languages (CEFR) are based on the action-oriented philosophy of the document and are close to real-life language use, grounded in interaction in which meaning is co-constructed. Activities are presented under four modes of communication: reception, production, interaction and mediation.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
Communicative language competence refers to the qualitative aspect of an individual’s overall language proficiency. In the Common European Framework of Reference for Languages (CEFR), the communicative language competence comprises linguistic, sociolinguistic and pragmatic competences.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
Can be defined as the ability to use language accurately, effectively and appropriately in a specific social context.
According to the CEFR, communicative language competence consists of three elements:
- linguistic competences (refer to knowledge of and ability to use language resources, e.g. vocabulary, grammar, pronunciation, to form well structured messages);
- sociolinguistic competences (that is the ability to use language appropriately in different social contexts);
- pragmatic competence (is concerned with the knowledge of how messages are organised, structured, arranged and sequenced, and used to perform communicative functions)
Source: ECML resource website Plurilingual and intercultural learning through mobility (2012-2015)
A means learners use to mobilise and balance their resources (general and communicative competences) in order to carry out activities and accomplish tasks. The use of communication strategies in the different kinds of communicative activities generally includes Planning, Execution, Monitoring, and Repair. Communication strategies are distinct from learning strategies.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
Objectives of the educational action that target the enhancement of learners’ active use and further development of their language(s) in a situation of real-life communication.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
“A genre comprises a class of communicative events, the members of which share some set of communicative purposes. These purposes are recognized by the expert members of the parent discourse community and thereby constitute the rationale for the genre. This rationale shapes the schematic structure of the discourse and influences and constrains choice of content and style.” (Swales 1990: 58)
Swales J.M. (1990), Genre Analysis – English in academic and research settings, Cambridge University Press, Cambridge.
Source: ECML resource website A pluriliteracies approach to teaching for learning (2012-2015)
Acts of communication with one or more interlocutors which are generally undertaken by a language user in pursuance of his or her needs in a given situation as opposed to tasks where the sole purpose is that of introducing / reinforcing language forms.
Source: ECML resource website ELP implementation support (2004-2007)
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger, http://wenger-trayner.com/introduction-to-communities-of-practice/). “Learning occurs in communities of practice through legitimate peripheral participation”* (Lave & Wenger 1991: 98); “for this to happen, learners must participate in a practice; learners must be allowed to play at least a peripheral role - at least temporarily... learners’ practice must be accepted as being a legitimate form of practice within the profession.&rdquo (Feldman, Altrichter, Posch & Somekh 2018: 48).
*Legitimate peripheral participation is one component in the model of situated learning proposed by Lave & Wenger (1991) and involves newcomer learning (Cox 2005).
Source: ECML resource website Action research communities for language teachers (2016-2019)
A community of practice (CoP) is a group of people who share a craft and/or a profession, or a concern or interest for something they do, and learn how to do it better as they interact regularly. This definition reflects the fundamentally social nature of human learning.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
The sum of knowledge, skills and characteristics that allow a person to perform actions.
Grammatical competence = knowledge of/and ability to use the grammatical resources of a language.
Language competence = a combination of:
- Linguistic competence: includes lexical, phonological, syntactical knowledge and skills and other dimensions of language as a system.
- Sociolinguistic competence: refers to the sociocultural conditions of language use.
- Pragmatic competence: concerned with the functional use of linguistic resources, the mastery of discourse, cohesion, coherence, the identification of text types and forms, and such intentional devices as irony and parody.
Source: ECML resource website Sign languages and the Common European Framework of Reference for Languages (2016-2019)
The capacity to call upon one’s personal resources, consisting of knowledge, attitudes and skills, to perform a task. In the use of languages, communicative competence draws on linguistic (lexicon and functioning of the language), sociolinguistic (social rules in use of the language) and pragmatic components to perform a communicative task. Communicative competence is therefore based on knowledge about the functioning and use of languages, skills in implementing that knowledge and the capacity to adopt a favourable attitude to communication (e.g. ability to listen, desire to exchange with others, etc.).
Source: ECML resource website European portfolio for pre-primary educators (2012-2015)
In many countries, competence goals or aims are defined for subject curricula. Competence goals express what students are expected to learn or be able to do at certain stages in their education.
Rey B., Carette V. (2006), Les compétences à l’école : apprentissage et évaluation, De Boeck.
Source: ECML resource website Developing language awareness in subject classes (2016-2019)
As with the Framework of reference for pluralistic approaches to languages and cultures (FREPA) (see the entry Pluralistic approaches to languages and cultures in this glossary), we have adopted the following theoretical framework, drawing from various works in the field of educational sciences:
Competence refers to “the ability of a subject to mobilise, in an integrated way, internal resources (knowledge, skills and attitudes) and external resources to effectively address a set of complex tasks” (Beckers, 2002: p. 57).
Candelier et al. (2012) give an example of the link between a competence (adaptation) and the internal resources set out by FREPA (pp. 84-91). As for external resources, we might think of a dictionary, or a person with competence in a language whom we can ask for help.
Further information
As Le Boterf (1994: p. 16) points out: “While it is clear that a competence can only mobilise internal resources if the individual disposes of these resources, and that therefore working towards mastery of a competence presupposes working towards mastery of the internal resources that it mobilises, most authors insist that "competence does not reside in the resources (knowledge, abilities, etc.) to be mobilised, but in the actual mobilisation of these resources”.
It is worth noting that another Council of Europe reference framework uses the distinction between competences and resources, the Reference Framework of Competences for a Culture of Democracy (www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture/rfcdc).
Beckers J. (2002), Développer et évaluer des compétences à l’école : vers plus d’efficacité et d’égalité, Labor, Bruxelles.
Candelier M., Camilleri-Grima A., Castellotti V., de Pietro J.-F., Lörincz I., Meißner F.-J., Schröder-Sura A., Noguerol A. & Molinié M. (2012), Le CARAP – Un Cadre de référence pour les approches plurielles des langues et des cultures – Compétences et ressources, Conseil de l’Europe, Strasbourg, available at http://carap.ecml.at.
Le Boterf G. (1994), Repenser la compétence. Pour dépasser les idées reçues : quinze propositions, Éditions d’Organisation, Paris.
Schröder-Sura A. (2018), “Der Referenzrahmen für plurale Ansätze zu Sprachen und Kulturen (REPA)”, in Melo-Pfeifer S. and Reimann D. (Hg.), Plurale Ansätze zu Sprachen und Kulturen in Deutschland: State of the Art und Perspektive, Gunter Narr Verlag, Tübingen, pp. 79-106.
Source: ECML resource website Developing teacher competences for pluralistic approaches (2020-2022)
Way to (inter)act which demonstrates a certain degree of expertise, know-how and skills in digital technology.
Term in French:
agir compétent
Façon d’(inter)agir qui fait preuve d’une certaine maitrise du numérique et de ses usages ainsi que de savoir-faire dans ce domaine.
Source: ECML resource website Digital citizenship through language education (2020-2022)
A principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes (Biggs and Tang 2011). Coherence between assessment, teaching strategies and intended learning outcomes in an educational programme.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
Social actor who uses digital technology solely to access information and looks at what is disseminated. Activities such as surfing, researching, reading, listening, watching, browsing, and any other tasks linked with data processing (checking, evaluating…) correspond to this category.
Term in French:
consommateur et spectateur
Acteur social qui utilise le numérique uniquement pour accéder à des informations et regarder ce qui est diffusé. Les activités de type naviguer, rechercher, lire, écouter, regarder et tout ce qui concerne le traitement de l’information (vérification, évaluation…) correspondent donc à cette catégorie.
Source: ECML resource website Digital citizenship through language education (2020-2022)
“Content and Language Integrated Learning (CLIL) occurs when ‘subject’ teaching and learning (e.g. in Physics, Geography or Integrated Humanities) takes place concurrently with language teaching, particularly with respect to a foreign language. In English Language Teaching (ELT), forms of CLIL have previously been known as ‘content-based instruction’, 'English across the curriculum' and 'bilingual education.”
Source: ECML resource website Teaching the language of schooling in the context of diversity (2012-2015)
The context of implementation includes the circumstances and conditions which influence the decisions and actions taken during the process.
Context in language use can mean either (a) the text in which a spoken or written item is embedded or (b) the dimensions of the communicative situation (e.g. social) in which discourse is produced or understood.
Refers to events and situational factors (physical and others), both internal and external to a person, in which acts of communication are embedded.
Source: ECML resource website ELP implementation support (2004-2007)
The evaluation of a student’s progress throughout a course of study, as distinct from a summative, final assessment.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
Co-operation is the process of working or acting together with others for mutual benefit.
There are four main conditions that tend to be necessary for cooperative behaviour to develop between two individuals:
- an overlap in desires;
- a chance of future encounters with the same individual;
- memory of past encounters with that individual;
- a value associated with future outcomes.
One of LACS’ aim is to further co-operation between language associations accross countries and languages.
Source: ECML resource website Language associations and collaborative support (2008-2011)
Social actor who produces new content, practices, tools, as well as new ways to interact (on forums, blogs or wikis, etc.) and who actively engages in the digital society.
Term in French:
créateur
Acteur social qui crée de nouveaux contenus, pratiques, outils, mais aussi de nouvelles façons d’interagir (dans des forums, blogs, wikis, etc.) et qui participe activement à la société numérique.
Source: ECML resource website Digital citizenship through language education (2020-2022)
Way to (inter)act which adopts a critical stance towards digital technology and its content and leads to reflection on its advantages and limitations.
Term in French:
agir critique
Façon d’(inter)agir qui porte un regard critique sur le numérique et ses contenus et donne lieu à une réflexion sur ses atouts et limites.
Source: ECML resource website Digital citizenship through language education (2020-2022)
The term cross-lingual transfer refers to a situation that occurs when, in order to meet their needs for comprehension or expression, speakers draw on the linguistic resources available to them. In doing so, they sometimes resort to lexical knowledge or syntactic skills associated with another language. These transfers can be of great assistance: the closeness between two linguistic systems makes it possible to overcome difficulties, save valuable time and progress in the acquisition of a language. The ability to make such transfers needs to be developed. It plays a part in learning strategies. In some specific cases it may of course happen that a transfer made does not work or results in the use of an incorrect expression.
Source: ECML resource website Fostering the plurilingual wellbeing of language teachers (2024-2026)
Cross-linguistic mediation is an everyday social activity and occurs when there is a need to communicate information from (at least) one language into another (or others), to have something clarified, to (re)interpret a message, to sum up what a text says for one or more persons, for an audience or for a group of readers, etc. taking into account the addressee, the communicative scenario or situation and the aim of the communicative encounter or task.
Term in French:
médiation interlangues
La médiation interlangues est une activité sociale quotidienne qui intervient lorsqu’il est nécessaire de communiquer des informations d’une langue (au moins) vers une autre (ou plusieurs), de clarifier des informations, de (ré)interpréter un message, de résumer ce que dit un texte pour une ou plusieurs personnes, pour un public ou pour un groupe de lecteur·rices, etc. en tenant compte du destinataire, du scénario ou de la situation de communication ainsi que de l’objectif de la rencontre ou de la tâche communicative.
Source: ECML resource website Mediation in teaching, learning and assessment (2020-2021)
Cross-linguistic mediation tasks are those tasks which require users of languages to relay information from one language to another for a given communicative purpose or to engage in meaning negotiation across languages.
Term in French:
tâche de médiation interlangues
Les tâches de médiation interlangues sont des tâches qui demandent aux utilisateur·rices de langues de relayer des informations d’une langue à une autre dans un but communicatif donné ou de s’engager dans une négociation de sens entre les langues.
Source: ECML resource website Mediation in teaching, learning and assessment (2020-2021)
The capacity, based on knowledge acquired about the history, civilisation and culture of a country or a group of countries with at least a partly shared history, to identify, understand and respect references shared by the inhabitants of a cultural area, their collective behaviour and the ways of living together which are prevalent there. When people have cultural competences related to several different areas, they possess a pluricultural competence which also enables them to put this knowledge into a relative perspective.
Source: ECML resource website European portfolio for pre-primary educators (2012-2015)
A cognitive and communicative activity which involves, on the one hand, seeking to reduce any possible tension between several individuals or groups of individuals possessing different cultural references and, on the other, promoting mutual knowledge and understanding of these references to foster cohesion and co-operation between these individuals or groups.
Source: ECML resource website European portfolio for pre-primary educators (2012-2015)
An overall description of the aims, content, and organisation of courses in an educational institution (ministry, school, etc.) generally providing a framework of objectives for different levels and sometimes defining methodologies to be used.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)
A cyclical approach to language learning means that you come back to things at regular intervals to develop them further.
Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019)