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Etunimi Sukunimi
Tässä on julkaisun otsikon mahdollinen alaotsikkotasaus vasemmalle
NATIONAL CORE CURRICULUMFOR LITERACY TRAINING FOR ADULT MIGRANTS 2012
Publications 2012:7
NATIONAL CORE CURRICULUMFOR LITERACY TRAINING FOR ADULT MIGRANTS 2012
Publications 2012:7
© Finnish National Board of Education
Publications 2012:7
ISBN 978-952-13-5052-8 (pb)ISBN 978-952-13-5053-5 (pdf)
Layout: Edita Prima Oy/Timo Päivärinta/PSWFolders Oy
www.oph.fi /english
Juvenes Print - Tampereen Yliopistopaino Oy
REG. NO. 2/011/2012 REGULATION Binding DATE 1st February 2012 Providers of literacy training Validity: From 1st Feb. 2012
until further notice Provisions on which the
competence to issue the Regulation is based:
Act on the Promotion of Integration, section 20
Replaces
Recommendation No.: 2/421/2006
National Core Curriculum for Literacy Training for Adult igrants 2012
The Finnish National Board of Education has today adopted the National Core Curriculum for Literacy Training for Adult igrants 2012. This National Core Curriculum shall be adopted no later than in training purchased and/or started after 1st June 2012. The National Core Curriculum shall be valid until further notice. Providers of literacy training for adult immigrants may neither fail to comply with nor deviate from this National Core Curriculum.
Director General Aulis Pitkälä
Director Jorma Kauppinen
CC The Ministry of Employment and the Economy The Ministry of Education and Culture Centres for Economic Development, Transport and the Environment Employment offices
UNOFFICIAL TRANSLATION
Regulation valid only in Finnish and Swedish
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CONTENTS
Introduction ........................................................................................ 7
1 Curriculum .................................................................................. 9
2 Premises for provision of training ............................................ 10
3 Baseline level assessment in literacy training ........................... 12
4 Implementation of training ....................................................... 14 4.1 Conception of learning ..................................................................... 14 4.2 Learning environment ....................................................................... 14 4.3 Operational culture ........................................................................... 15 4.4 Teaching approaches ........................................................................ 16 4.5 Integration and differentiation of instruction ................................... 16
5 Support and guidance for students ........................................... 18 5.1 Individual study plan ........................................................................ 18 5.2 Guidance counselling........................................................................ 19
6 Objectives and core contents ..................................................... 21 6.1 General objectives ............................................................................. 21 6.2 Finnish language and communication skills .................................... 22 6.2.1 Vocabulary and themes .......................................................... 22 6.2.2 Listening and speaking ........................................................... 24 6.2.3 Reading and writing ................................................................ 25 6.2.4 Arithmetic skills ....................................................................... 28
7 Assessment and certifi cates ....................................................... 29 7.1 Assessment during training ............................................................... 29 7.2 Assessment at the end of literacy training and certifi cates ............. 29
AppendicesAppendix 1: Assessment checklist for the certifi cate .................................. 31Appendix 2: Language profi ciency scale ..................................................... 33
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Introduction
In its Constitution, Finland guarantees equal and equitable rights for everyone1. From the perspective of provision of education and training, equality means gender equality as well as equality irrespective of participants’ fi nancial status or residential area. According to the Non-Discrimination Act, equality must be actively fostered2 and nobody may be discriminated against on the basis of age, ethnic or national origin, nationality, language, religion, belief, opinion, health, disability, sexual orientation or other personal characteristics3.
The value basis in literacy training for adult migrants in their second language – i.e. the Finnish or Swedish language – is that, as a welfare state, Finland must guarantee appropriate training in reading and writing skills for every-one in need of it. Reading, writing and arithmetic form part of every citizen’s basic skills. Everyone needs these basic skills in order to lead a fuller life as a member of Finnish society and to become an active agent of his or her life and environment. Ideally, people ought to be able to learn to read and write in their own native language, but this principle can only seldom be observed with regard to adult migrants.
The Act on the Promotion of Integration (hereinafter referred to as the ‘Integra-tion Act’) provides that migrants past compulsory schooling age are to be pro-vided with integration training including instruction in the Finnish or Swedish language and, where necessary, instruction in reading and writing literacy, as well as other types of instruction geared towards promoting access to employ-ment and further education and training as well as civic, cultural and life skills4. The training is provided for migrants past compulsory schooling age either in the form of labour market training or as self-motivated studies5. Literacy train-ing provided as labour market training is to be provided in compliance with this National Core Curriculum for Literacy Training for Adult Migrants adopted by the Finnish National Board of Education6. Where a migrant past compulsory schooling age is provided with some other type of education and/or training, such as basic education, the National Core Curriculum covering such education will apply. If no specifi c National Core Curriculum has been adopted for the
1 The Constitution of Finland (731/1999; Suomen perustuslaki), section 62 Non-Discrimination Act (21/2004; yhdenvertaisuuslaki), section 43 Non-Discrimination Act (21/2004), section 64 Act on the Promotion of Integration (1386/2010; laki kotoutumisen edistämisestä), section 205 Act on the Promotion of Integration (1386/2010), section 216 Act on the Promotion of Integration (1386/2010), section 20
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programme concerned, the education provider may comply with this National Core Curriculum.
The objective of literacy training for adult migrants is for students to learn basic oral and written Finnish or Swedish language skills. The duration of the train-ing programme is determined in accordance with the objectives specifi ed in each student’s individual study plan, so that the average duration is 160–200 days, depending on the student’s needs. The scope is 32–40 credits, equating to 1,120–1,400 lesson hours. After completing the programme, students may move on to integration training, basic education for adults, employment, or activities provided by the employment and economic development administration, the local authorities or the third sector, for example.
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1 Curriculum
Where a training provider offers literacy training for adult migrants, the train-ing must be provided in compliance with this National Core Curriculum for Literacy Training for Adult Migrants drawn up by the Finnish National Board of Education7. The Board recommends that each training provider draw up its own curriculum on the basis of this National Core Curriculum. The curriculum is to be approved by the body determined in the standing order or equivalent regulations of each educational institution or other education and training pro-vider.
The curriculum should include the following sections: • premises for provision of training and a description of the target group;• the special characteristics of implementation of literacy training concerning
the scope and duration of training, any possible division of training into modules, the conception of learning, the learning environment, opera-tional culture, teaching approaches as well as integration and differentia-tion of instruction;
• preparation of individual study plans for students and procedures in place for assessing the baseline level of individual students and for determining their existing competencies as well as for documenting this information;
• the general objectives of training and the learning objectives and core contents of Finnish/Swedish language and communication skills, as well as the objectives and contents of arithmetic skills;
• the objectives of guidance counselling, support for students and organisa-tion of support, as well as a description of the roles of those involved in provision of guidance counselling;
• assessment of literacy training, forms and practices of assessment during studies and at the end of training, forms and practices of providing feed-back, details of the grading scale, and the certifi cates and information to be included on certifi cates at the end of training.
The curriculum may include regional or sub-regional, municipal and institu-tion-specifi c sections.
Where a training provider offers the opportunity to complete studies conform-ing to this National Core Curriculum at a penal institution, this must be indi-cated in the curriculum.
7 Act on the Promotion of Integration (1386/2010), section 20
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2 Premises for provision of training
Target groupsLiteracy training is intended for those migrants who have not had the oppor-tunity to receive adequate education in their home country to cope with the requirements placed on studies by the information society. People with primary illiteracy have little or no experience of studying and schooling and cannot read any language. Learners with secondary illiteracy can read in a non-Roman alphabet. They may be from varying educational backgrounds. Similarly, their ability to read their own native language or some other language may vary between mechanical and functional literacy. Semi-literate learners, in turn, have some literacy skills in the Roman alphabet. They may have gone to school for a few years or learnt some reading skills in some other way either in their home country or in Finland. However, semi-literate people’s reading skills are not adequate from the perspective of the requirements of the information society and they may have poor study skills due to their lack of schooling.
Both people with primary illiteracy and those with secondary illiteracy and semi-literacy require literacy training and instruction in Finnish or Swedish language and communication skills that take the effects of students’ defi cient schooling on learning and social integration into account. In addition, such training gives due consideration to the challenges that arise when people move from a culture of oral communication to sharing written information. Everyone participating in the training will be provided with an individual study plan based on a placement testing.
Co-operation with other partiesMultidisciplinary co-operation and networking is crucial in order to guarantee comprehensive support for students. Integration training providers co-operate with the employment and economic development administration, different authorities (incl. health care and social services) and other parties according to each student’s needs and background. Training providers require background information about students in order to provide them with the best possible instruction.
Since literacy training students come from different linguistic and cultural groups, the networks and support groups for these groups as well as other parties may be involved as partners in supporting students and learning reading and writing skills in their own language as well. Co-operation with the third sector should be taken into account in implementation of the training. The
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objective of co-operation is to support and guide students with their studies and to aim to consolidate their positive, yet realistic, identities as learners.
Scope and duration of trainingThe average duration of literacy training for adult migrants provided in compli-ance with this National Core Curriculum is 160–200 days, depending on each student’s needs. This amounts to a total of 32–40 credits, equating to 1,120–1,400 lesson hours. One credit is equivalent to about 35 hours of a student’s work. Direct contact teaching and distance learning or guidance counselling are provided for 5 and 2 hours per day, respectively. In addition, support resources should be reserved for the training with focus on remedial instruction and/or guidance counselling. Consequently, the training programme lasts one school year and it is advisable to divide it into 2–4 modules. Such a modular division makes it easier for students with primary illiteracy to repeat parts of the training as required and for those with secondary illiteracy and semi-literacy to move fl exibly on to some other type of education and/or training.
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3 Placement testing in literacy training
Prior to literacy training, an initial assessment specifi ed in the Integration Act has been drawn up for each student to determine his or her employment, study and other integration capabilities and needs for language training and other measures and services to promote integration. The initial assessment has been carried out by the relevant regional Employment and Economic Development Offi ce or local authority prior to drawing up the student’s integration plan.
Each student’s baseline level is assessed at the beginning of literacy training to guide the student towards a suitable module or teaching group. Placement test-ings determine students’ oral Finnish/Swedish language skills, recognition of letters and reading, fi ne motor control, text reproduction, writing from dictation and arithmetic skills. In addition, assessments involve determining students’ learning and study skills, willingness and motivation to study, memorisation and absorption skills, as well as their educational background, all-round learn-ing, work history and other competencies. Where necessary, placement test-ings are carried out using interpreting services. At the same time, students are informed of the rules and practices of the educational institution and integra-tion training.
As part of placement testing, each student will be provided with an individual study plan, which will be revised throughout the training programme.
Placement testings should take into account the fact that students’ language skills profi les may be quite uneven for various reasons; their oral language skills and reading and writing skills may even be at considerably different levels. The following division may be used in assessment of the baseline level in literacy:
1. People with primary illiteracyLearners with primary illiteracy cannot read or write any language and do not usually have any educational background. They may either come from a literate culture or a culture of oral communication with no written language or with only a recently developed written language system.
2. People with secondary illiteracyLearners with secondary illiteracy can read a non-Roman alphabet. They may be from varying educational backgrounds. Similarly, their ability to read their own native language or some other language may vary between mechanical and functional literacy.
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3. Semi-literate peopleSemi-literate learners have some written skills in the Roman alphabet. They may have gone to school for a few years or learnt some reading skills in some other way either in their home country or in Finland. However, their study skills are often defi cient.
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4 Implementation of training
4.1 Conception of learningThe National Core Curriculum for Literacy Training for Adult Migrants is based on a socio-constructivist conception of learning. According to this conception, learning is the result of a student’s active and goal-oriented action, where a new topic being learnt is linked to prior learning while studying is about doing things together. Teachers must take individual differences between students into account. What is learnt depends on individuals’ prior knowledge and the strategies that they use. Learning is bound to the activity, situation and culture in which it takes place.
Adults are cast in the role of learners in instruction. The signifi cance and rel-evance of the topic being taught and its connection to the surrounding real world are important to adult learners. While instruction should offer enough of a challenge, it is also equally important to minimise the chances of failure in order to avoid frustration. The teacher is the supporter and guide who sees stu-dents’ life experiences and tacit knowledge as being resources. The teacher’s task is to recognise students’ strengths. Instruction should consolidate students’ awareness of themselves as learners.
4.2 Learning environmentLiteracy training makes use of experiential and activity-based learning envi-ronments and diverse teaching methods and teaching approaches. Diverse learning environments provide students with meaningful and varied situa-tions to use language in different communication environments. Different situ-ations develop students’ ability to act both as independent individuals and as members of their community, while also providing them with capabilities for lifelong learning. Learning environments familiarise students with Finnish culture and promote their integration into the local environment and into the broader Finnish society.
In addition to actual educational contents and study skills, students should practise classroom behaviour and study-related practices. They may require practice in areas such as concentrating on instruction, teaching approaches, such as pair and group work, attending to tools or observing course hours. In groups consisting of adults from different educational and cultural back-grounds, common and explicit operating methods create security, give struc-ture to lessons and free up resources for other learning. Ideally, operating
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methods should gradually become automatically activated in the learning envi-ronment during the course.
Teaching facilities should be equipped with suffi ciently up-to-date educational technologies and other technical aids necessary for learning. Students must have access to information and communications technology. Educational tech-nologies diversify teaching approaches and include students as part of the information society, from which they could otherwise be excluded.
In addition to the classroom, the surrounding society should also be used as a learning environment. The aim is to learn language in natural contexts and to inspire students to use their language skills and see learning opportunities in various everyday life situations. Activities such as excursions, study visits and periods of workplace experience will also encourage students to expand their spheres of life and explore their environments.
4.3 Operational cultureThe operational culture embraces all the teaching group’s rules and practices, operating and behavioural models as well as the values which form the basis for the training. In a text-oriented society, illiteracy limits individuals’ means of managing their own lives. The teacher should understand and demonstrate through his or her actions that although an adult cannot read, he or she has many other skills and life experience on which to base instruction. Migrants who are learning reading skills may not necessarily trust in their own learning abilities and, therefore, teaching situations should be created to enable every student to feel secure and to ensure that the teacher shows that he or she notices even small steps forward. The ability to learn is a skill that requires practice. Linking the learning topics to everyday situations increases motiva-tion.
Practices must systematically consolidate achievement of the training objec-tives and students’ integration. Implementation of training should give due consideration to all students’ opportunities to participate, so as to ensure that age, cultural background or gender do not have any negative effects. Those at risk of exclusion in learning situations will be encouraged by strengthening collaboration. Students’ involvement in development of the operational culture should be supported.
Learning also takes place outside actual teaching hours, which is why the entire educational institution’s operational culture must support the value basis on which the work is built. The evaluation of achievement of the objectives of
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the operational culture forms the foundation for continuous improvement. The operational culture should be described in the curriculum in general terms.
4.4 Teaching approachesPracticality and functionality are key principles in language instruction. The topics being studied are linked to students’ everyday lives. As far as possible, instruction should make use of action learning, where learning takes place through doing things.
When practising oral skills, a group provides a natural context for interactive linguistic practice. It is possible to practise and simulate everyday interaction situations in the group by means such as drama. Learning vocabulary and basic structures can be linked to dialogue-based exercises in this way.
Instruction makes use of experiential learning and several learning styles. Auto-mation of skills is facilitated through repetition and by reviewing the study material in different ways. Different types of exercises are alternated, although the main focus is on oral language studies, in particular at the beginning. Instruction is structured in such a manner that students can anticipate how the day will move forward.
Written assignments are initially done together, while the share of independent work will increase as different types of assignments become familiar and as students’ study skills improve. However, students should be encouraged from the very beginning towards independent language studies and learning, also outside the classroom, by means such as different learning assignments.
4.5 Integration and differentiation of instructionIt is not expedient to teach reading and writing skills as separate modules. Lan-guage learning is intertwined with other educational contents. While learning a language, students also learn things about their immediate surroundings and society. Language is learnt for and through action and interaction. It is therefore advisable to consider specifi cally how teaching arithmetic skills, for example, can be integrated into language instruction.
Integration of instruction means structuring educational contents and teaching situations into meaningful wholes. Differentiation of instruction, in turn, means that the teacher takes students’ different learning abilities into account. Integra-tion and differentiation are not opposite but complementary principles.
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The purpose of integration is to ensure that new elements are logically and meaningfully linked to what has been learnt before – both prior learning at school and other experiences. Integration of instruction makes use of the trans-fer effect of prior learning, while also avoiding fragmentation of knowledge. It is possible to integrate educational contents from different areas in instruction. Different communication situations may be examined from the perspective of language skills, reading skills, arithmetic skills and everyday life skills. Contents are also integrated in terms of timing, by progressing from familiar to unfamil-iar and from concrete to abstract topics.
A heterogeneous group sets plenty of challenges for differentiation. Students’ language skills, reading and writing skills, age, life circumstances and learning and study skills are taken into account in both group division and course-specifi c curricula. It is imperative to ensure that instruction corresponds to individual students’ abilities at any given time. This requires tutors to adopt a student-focused approach and engage in continuous assessment and indi-vidualisation of learning. Instruction must also take account of the fact that the abilities of students to study independently vary and that they need different things from their supervising teacher. Use of some teaching approaches may also require practice or unlearning habitual ways of working.
The three key dimensions of differentiation are related to variations in the extent and depth of studies and the rate of progress of studies. Differentia-tion may focus on areas such as the teaching contents, teaching materials and methods applied, teaching approaches, the amount of assignments, and the amount of time available. The learning environment and teaching approaches may be modifi ed by creating opportunities for students to participate, offering choices, adjusting the use of space, grouping students fl exibly, and making use of learning situations outside the educational institution, for example. Each student is guided to learn in the way that suits him or her best. Students’ inter-ests are taken into account in instruction by linking the knowledge and skills being learnt to experiences and activities that they fi nd meaningful. Students may need different opportunities to demonstrate their knowledge and skills and progress and they always benefi t from individual feedback.
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5 Support and guidance for students
Support and guidance for learning are based on students’ individual needs and objectives and contents vary accordingly. Training providers are responsible for taking each student’s different learning abilities and needs into account when creating teaching groups. Teaching groups will be supported to enable them to function as good and interactive learning environments. Students will also be guided to recognise their own resources, learning-related strengths and development needs.
Special attention must be focused on students’ study skills and their opportu-nity to assume responsibility for their own studying, setting objectives for it, and its planning, implementation and assessment. Appreciation of students’ adulthood is a key prerequisite for successful support and guidance. Guid-ance and support should be organised using various operating methods that promote smooth co-operation and bring students’ own resources and compe-tencies to the fore.
Students may be supported through means such as fl exible group arrange-ments, differentiation of instruction or provision of remedial teaching. Assess-ment of support needs and planning and provision of support may be carried out in co-operation with other experts. The forms of support are to be recorded in each student’s individual study plan. Students’ language skills will be taken into account in support measures: for instance, guidance discussions may be conducted using interpreting services.
5.1 Individual study planEvery student participating in the training will be provided with an individual study plan, which must be based on information about the student’s abilities gained through placement testing and on the student’s own objectives. The individual study plan is drawn up as part of placement testing and it specifi es the objectives of the student’s studies and the scope of training. The individual study plan is prepared in co-operation between the student, the training pro-vider and, where necessary, a representative of the purchaser of training. The study plan must be approved by all parties involved. It is possible to use inter-preting services when drawing up the plan.
The student’s plans and key details of teaching arrangements for the training period will similarly be indicated in the study plan.
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An individual study plan should include the following points:1. Background factors and their signifi cance to studies, including prior
education and work experience and any possible information about the student’s vocational skills
2. A description of Finnish/Swedish language skills and reading and writing skills
3. A description of arithmetic skills4. Assessment of study skills5. The student’s educational and employment plans and other plans 6. Differentiation of objectives and contents of training7. A description of the student’s support and guidance needs and provision
of support and guidance
The individual study plan is constantly reviewed in order to determine how successfully it is being implemented. The review is carried out in co-operation with the student and the tutor. The plan will be revised as required.
Review discussions should only focus on those issues that have a bearing on study attainments and implementation of training. Providers and purchasers of training or other authorities may only exchange information about any other aspects of a student’s life circumstances with the student’s consent.
5.2 Guidance counsellingStudents must be guided and supported in a comprehensive manner. The aim is to support students so as to ensure that they have equal opportunities to cope with their studies.
Guidance counselling is based on students’ individual needs and objectives and its contents vary accordingly. Defi ciencies in basic knowledge and skills may constitute a factor for adult students that both hinders life management and diminishes self-esteem. This is why arousing and maintaining study moti-vation may require guidance counsellors to focus their attention on individual students’ circumstances.
The objective of guidance counselling during training is to support students in their personal growth in an environment and society where written communi-cation plays a major role. The aim is to increase students’ understanding of the signifi cance of reading and writing skills and language skills in terms of smooth functioning in everyday life, participation in society, studies and employment.
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Guidance counselling increases study skills and learning-to-learn skills. It helps students to understand the consequences of their own choices and actions better. Through personal guidance and counselling, students will be better equipped to make decisions concerning their own future and vocational development. Guidance counselling takes individual students’ overall situations into account by dealing with themes relating to life management and health status, depending on each student’s needs.
Guidance counselling should result in concrete further plans with detailed short-term objectives (such as transition to integration training) and information that can be used for a vocational training or employment plan. It is possible to use interpreting in guidance discussions. Guidance counselling may be imple-mented in the form of individual and group guidance.
Remedial teaching is based on individual assignments and gives an opportunity for individual pacing and support. Its aim is to prevent obstacles to learning from developing and to support students in absorbing diffi cult topics.
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6 Objectives and core contents
6.1 General objectivesThe objective of Finnish or Swedish language and literacy training for adult migrants is for students to learn elementary Finnish or Swedish language skills and the basics of reading and writing skills. They should be capable of com-municating in simple everyday situations and receive other integration capa-bilities. In order to function and manage in Finnish society, students also need arithmetic skills, competencies relating to everyday life in Finland and knowl-edge of society, culture and the world of work, as well as language skills. After completing the training, students may move on to integration training, basic education for adults, or activities provided by the third sector, for example.
Objectives suitable for students are assessed individually for each student as part of placement testing and as their studies progress. The training involves developing such vocabulary and areas of language skills that are required for social integration. In terms of language skills, the focus is on oral language skills and communication skills. Students’ oral language skills generally develop faster than their written skills. Instruction should be as functional and rel-evant to students’ individual circumstances as possible. Studies should support students’ self-esteem, development of their study skills and active efforts to become engaged citizens in their new home country.
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6.2 Finnish language and communication skills6.2.1 Vocabulary and themesLanguage learning is largely based on command of vocabulary. Understanding and producing words constitute a fundamental prerequisite of language pro-fi ciency. It is important in oral communication, while functional reading and writing skills also require command of vocabulary. However, learning words or even sentences does not necessarily require the ability to read. All aspects of the learning environment and common activities can be verbalised through speech. Use of activity-based methods, where communication skills are learnt by theme and area of life, promotes learning of vocabulary. Teaching and learning of vocabulary are intertwined as part of learning different areas of language skills.
ObjectivesStudents will• expand their vocabulary by theme;• learn vocabulary and phrases relevant to communication and coping with
everyday life; • learn to group words according to different criteria, such as into superor-
dinate and subordinate terms, descriptive and nominative words and those conveying action, as well as into common and proper nouns.
Core contents• Building up vocabulary by theme:
o Interaction: greeting, introducing oneself, thanking, askingo Personal life: personal details, occupation, family, human relationships,
home, food, leisure, clothing and housekeeping o Health and well-being: body parts, seeing a doctor, making an
appointment, disease, emotions o Calendar and annual cycle: days of the week, months and seasons of the
yearo Quantity, price and time: numbers, basic everyday calculations, clock o Moving about and running errands: means of transport, post offi ce,
banking, shopping, telephone, library, pharmacy o Studies, working life and participation in society: occupations, job search,
pay, taxes, organisational activities, elections and voting o Basic everyday services: day care, school, health care and social services o Media: information technology, mass media, news, TV programmes,
social media and learning platformso Knowledge of Finland: nature, art, history, customs, bi- and multilingualism
and multiculturalism• Basic high-frequency vocabulary and structures occurring in familiar com-
munication situations:o personal and demonstrative pronouns,o interrogative words and clauses,o possessive structures,o expressions of time, place and direction,o the most common verbs and adjectives.
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6.2.2 Listening and speakingSpeaking and listening are interconnected interaction skills. They allow stu-dents to get their fi rst contacts with the surrounding community and society enabling them to start to study related texts and writing. Speaking and listen-ing create the foundation for learning to read and write, which starts with the elements of language fi rst learnt in oral form. The themes for speaking and listening stem from the themes of key vocabulary.
Listening and listening comprehensionObjectivesStudents will• understand words, short sentences, questions and simple requests relating
to personal topics and needs; • recognise differences between Finnish sounds and become attuned to the
phonetics of the Finnish language;• be capable of following simple discussions and gradually become familiar
with Finnish conventions of discourse.
Core contentsUnderstanding key everyday questions and topics of discussion, such as per-sonal details, family, immediate surroundings, health and emotions
SpeakingObjectivesStudents will• be able to pronounce understandably;• be able to communicate their needs and become confi dent to use lan-
guage in various everyday communication situations;• be able to give basic information about themselves, their immediate circle
and their lives;• be able to ask questions in everyday interaction situations.
Core contents• Pronunciation, word stress and intonation • Introducing oneself and describing one’s own life• Basic vocabulary and phrases and everyday language use situations, such
as exchanging personal news, thanking, asking and giving
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6.2.3 Reading and writingIn instruction for adult migrants, oral language skills form the basis for learn-ing to read and write. Reading and writing are skills based on speech: written words can be converted into spoken words and vice versa. Students’ awareness of the phonetic system and structures of the language are triggered through learning vocabulary and speaking skills.
Learning to read and learning to write are closely linked to each other. These skills support each other and it makes sense to practise them together. When practising literacy skills, the signifi cance of the subject matter being learnt and its connection to the real world play an important role.
ReadingLearning to read is a process achieved through many different paths. Combin-ing different methods (synthetic and analytical) in instruction is more effective than relying on a single method alone. This also makes it possible to pay better attention to students’ different learning styles. Acquisition of reading skills can also be seen as being a growth process taking place in a new cultural environ-ment, where students also learn to function in a society emphasising written communication, as well as learning language skills. It is important for adult migrant students to understand what they read from the very beginning. This is why it makes no sense for instruction to focus only on mechanical reading skills.
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ObjectivesStudents will• be able to combine sounds/letters into syllables and words, to break a
familiar word down to syllables and sounds/letters and to make use of syl-lable division to read a new word (mechanical literacy);
• be able to read a short text in addition to individual words and sentences (basic reading skills);
• be capable of identifying specifi c information in a simple text, provided that they can reread it as required (textual skills);
• understand from a picture what it represents and refers to in reality (image literacy);
• be able to recognise authentic material and be aware of its function;• understand and recognise names, signs and some word shapes; • recognise the concepts text, sentence, word, syllable, sound and letter.
Core contents• The principle of letter-to-sound correspondence, combination of sounds,
construction of syllables and the correct reading direction;• Familiarisation with the world of texts and normalisation of reading as
daily routine • Capital and small letters, numbers and end punctuation• Reading familiar words and short sentences with perception of these as
visual wholes• Examination of images and symbols and practice in understanding their
visual meanings• Practising both mechanical reading skills and reading comprehension skills
from the start• Stimulating phonological and linguistic awareness: incl. recognition of
sounds, duration of sounds, word length, distinguishing syllables and the concepts of text, sentence, word, syllable, sound and letter
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WritingWriting requires command of three types of skills: visual-motor skills, i.e. hand/eye co-ordination; technical writing skills, i.e. command of sound-to-letter cor-respondences; and functional skills, i.e. the ability to use the above-mentioned skills in authentic situations and as means of expression. For adult migrants, the primary objective of learning to write is to manage in everyday communication situations. As part of learning to write, they also practise the basics of IT com-munication skills.
ObjectivesStudents will• understand the principle of sound-to-letter correspondence;• be able to write and type upper and lower case letters;• be able to write words, phrases and short messages about their immediate
needs;• know how to fi ll in a personal data form.
Core contents• Fine motor manual skills and pen grip• Shapes of capitals and small letters and their placement on guiding lines • Use of note-taking supplies, placement of text on a page and moving from
one line to the next• Writing letters, syllables and familiar words from dictation and reproducing
them by hand and on a computer• Hearing and writing key phonological features of the Finnish language
(long and short vowels, single and double consonants, diphthongs) • Filling in personal data forms (fi rst and last name, telephone number,
address, personal identity number) and handwritten signature• Writing from an image (words and, later on, simple main clauses), writing
short messages and end punctuation• Simple word-processing skills (character placement on a computer key-
board, upper and lower case letters, space bar, line break, undoing typing errors) and IT skills (switching a computer on and off, logging in, cursor positioning, meanings and functions of the most common icons)
28
6.2.4 Arithmetic skillsIn addition to reading and writing, the concept of ‘literacy’ covers oral lan-guage skills and arithmetic skills. Arithmetic skills are communicative skills and key life skills. Numerals are used to express quantities, measures, magnitudes, order and identifi ers accurately. In addition, numbers are used to perform cal-culations.
ObjectivesStudents will• be familiar with numerals and numbers and know how to use these in
everyday situations;• understand the number concept and the principle of the decimal system;• be familiar with the signifi cance of numbers to expressing quantity and
order and be able to compare fi gures; • be able to do sums and subtractions, while also understanding the basics
of multiplication and division, and recognise decimal points and fractions in everyday situations;
• gain positive and diverse experiences of everyday mathematics.
Core contents• Numbers and expressing numbers in everyday situations: telephone, trans-
port, addresses, personal data• The number concept and the decimal system• Ordinal numbers at least up to the level required for dates • The concept of time: clock, calendar, timetables • Money: bills, receipts, estimating income and expenses and comparing
prices• Units of measurement and their abbreviations: length, mass, volume and
temperature• Comparing the properties of items using numbers and units of measure-
ment• Basic calculations in familiar concrete contexts• Technical aids: calculator, ATM and online banking
29
7 Assessment and certifi cates
The purpose of assessment is to provide students with encouraging feedback on the skills that they have learnt. Assessment also gives students feedback on what skills they need to develop and practise further. Assessment will thus support each student’s individual learning. It is necessary to obtain information about completion of literacy training for use by the employment and economic development administration and for the purpose of further planning of stu-dents’ integration.
7.1 Assessment during trainingAssessment is a process that lasts throughout the training period and its objec-tive is to provide each student with personal and encouraging feedback. Stu-dents are guided towards self-assessment in order for them to form a realistic idea of their own competence and gradually become capable of taking respon-sibility for their own learning. Self-assessment is also an essential part of Finnish learning and workplace culture.
Assessment during training is personal and each student’s skills are assessed in relation to the objectives set for him or her. This makes it possible to support each individual as he or she practises those specifi c skills in which he or she needs the most help.
Assessment must be continuous. Assessment must make use of diverse methods in order to enable students to demonstrate their competence as well as pos-sible. Assessment feedback should be provided in writing and orally in such a way that students understand it. Where the training programme is divided into modules, it is possible to give a written assessment of performance in a specifi c module.
7.2 Assessment at the end of literacy training and certifi cates
At the end of training, students are assessed in relation to the objectives set for training as a whole. Assessment must focus on students’ general progress, development of their language, reading and writing skills and arithmetic skills. Students must gain a realistic idea of their own competence on the basis of assessment.
30
Assessments take all areas of language skills into account: listening and listen-ing comprehension, speaking, reading and reading comprehension, writing, arithmetic skills, as well as vocabulary and themes. All these areas are assessed separately. Assessment must be fair and reliable. At the end of the training programme, a certifi cate will be awarded for completion of literacy training for adult migrants.
The certifi cate should contain the following details:• the name of the training organisation and the name of the educational
institution, if any;• the name and date of birth of the student;• the name and scope of the training programme (numbers of days and
lessons);• any possible additional information (such as a recommendation for the
next education/training programme);• the date of issue of the certifi cate;• the offi cial stamp of the training organisation;• signatures;• indication of the fact that the training has been implemented in com-
pliance with Finnish National Board of Education Regulation entitled National Core Curriculum for Literacy Training for Adult Migrants (2011).
A student’s competence at the end of training is to be assessed using the assess-ment checklist in Appendix 1, such that all skills attained by the student are ticked on the list. If a student has achieved at least skills level A1.1 in some areas of language skills during the training period, the skills level achieved by the student will also be marked on the certifi cate for these areas of language skills in accordance with the language profi ciency scale (Appendix 2). In addi-tion, it is possible to include verbal assessment feedback on development of the student’s skills on the certifi cate.
31
Appendix 1. Assessment checklist for the certifi cate
Listening and listening comprehension Can recognise and understand some Finnish words in speech. Can recognise and distinguish Finnish-language sounds. Can understand the most common questions and phrases. Can follow simple dialogues.The student achieved skills level ___________________ of the Common European Framework of Reference.
Speaking Can use some Finnish words and phrases. Can pronounce understandably. Can answer the most common questions. Can take part in a simple dialogue.The student achieved skills level ___________________ of the Common European Framework of Reference.
Reading and reading comprehension Can recognise some familiar words. Can read syllables or words mechanically. Can read words and understand them. Can read sentences or short texts and understand them.The student achieved skills level ___________________ of the Common European Framework of Reference.
Writing Can write upper and lower case letters. Can understand the sound-to-letter correspondence and write syllables. Can write words. Can write short sentences.The student achieved skills level ___________________ of the Common European Framework of Reference.
32
Arithmetic skills Can use numerals and understand their meanings. Can use numerical expressions of personal relevance, such as his/her own address, personal identity number and telephone number. Can recognise and tell the time and can use the most common measuring devices. Can do basic sums and subtractions.
Vocabulary and themes Can use some words needed for everyday interaction. Can use quite a few words describing him/herself and his/her immediate circle. Can use many words needed in everyday transaction situations. Can use words from several themes diversely.
33
App
endi
x 2.
Th
e La
ngua
ge P
rofi c
ienc
y Sc
ale
The
Langu
age
Pro
fi ci
ency
Sca
le i
s a
Finnis
h a
pplic
atio
n o
f th
e sc
ales
incl
uded
in t
he
Counci
l of
Euro
pe’
s Com
mon
Euro
pea
n F
ram
ework
of Ref
eren
ce for
langu
age
lear
nin
g, tea
chin
g an
d a
sses
smen
t.
Prof
icien
cy le
vel A
1Lim
ited
com
mun
icatio
n in
the
mos
t fam
iliar
situ
atio
ns
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
A1.1
First
stage
of
eleme
ntar
y pr
ofici
ency
• Ca
n un
derst
and
a ve
ry li
mite
d nu
mber
of t
he m
ost c
ommo
n wo
rds a
nd p
hras
es (g
reet
ings,
name
s, nu
mber
s, re
ques
ts) in
ev
eryd
ay co
ntex
ts.
• Ca
n on
ly un
derst
and
the
most
eleme
ntar
y lan
guag
e ma
teria
l de
spite
effo
rts.
• Re
quire
s ver
y sign
ifica
nt h
elp:
repe
tition
, poin
ting,
tran
slatio
n.
• Ca
n an
swer
simp
le qu
estio
ns
abou
t per
sona
l det
ails i
n sh
ort
sent
ence
s. In
tera
ction
relie
s on
the
conv
ersa
tiona
l par
tner
and
the
spea
ker m
ay n
eed
to re
sort
to h
is/he
r mot
her t
ongu
e or
ges
ture
s.•
Spee
ch m
ay co
ntain
freq
uent
long
paus
es, r
epet
ition
s and
br
eakd
owns
. •
Pron
uncia
tion
may c
ause
majo
r pr
oblem
s of u
nder
stand
ing.
• Ca
n us
e a
very
limi
ted
basic
vo
cabu
lary a
nd so
me st
anda
rd me
moris
ed p
hras
es.
• Ca
nnot
exp
ress
him
/her
self
freely
, bu
t the
few
form
ulaic
utte
ranc
es
that
he/
she
can
mana
ge m
ay b
e re
lative
ly fre
e of
mist
akes
.
• Is
fami
liar w
ith th
e alp
habe
t, bu
t und
ersta
nds l
ittle
of th
e te
xt.
• Re
cogn
ises a
small
num
ber
of fa
milia
r wor
ds a
nd sh
ort
phra
ses a
nd ca
n tie
thes
e in
with
pict
ures
. •
Has a
very
limi
ted
abilit
y to
und
ersta
nd a
n un
fami
liar
word
eve
n in
very
pre
dicta
ble
cont
exts.
• Ca
n co
mmun
icate
imme
diate
need
s usin
g ve
ry b
rief
expr
essio
ns.
• Ca
n wr
ite th
e lan
guag
e’s
alpha
bets
and
numb
ers i
n let
ters,
writ
e do
wn h
is/he
r bas
ic pe
rsona
l det
ails a
nd w
rite
some
fa
milia
r wor
ds a
nd p
hras
es.
• Ca
n us
e a
numb
er o
f iso
lated
wo
rds a
nd p
hras
es.
• Ca
nnot
exp
ress
him
/her
self
freely
, but
can
write
a fe
w wo
rds
and
expr
essio
ns a
ccur
ately
.
34
Prof
icien
cy le
vel A
1Lim
ited
com
mun
icatio
n in
the
mos
t fam
iliar
situ
atio
ns
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
A1.2
Deve
loping
ele
ment
ary
prof
icien
cy
• Ca
n un
derst
and
a lim
ited
numb
er of
wor
ds, s
hort
sent
ence
s, qu
estio
ns a
nd re
ques
ts of
a pe
rsona
l or i
mmed
iate
natu
re.
• St
rugg
les to
und
ersta
nd e
ven
simple
utte
ranc
es w
ithou
t exp
licit
cont
extu
al cu
es.
• Re
quire
s sign
ifica
nt h
elp: s
lower
spee
ch, r
epet
ition
, poin
ting
and
trans
lation
.
• Ca
n co
mmun
icate
some
imme
diate
need
s in
a lim
ited
mann
er a
nd
ask
and
answ
er in
dial
ogue
s ab
out b
asic
perso
nal d
etail
s. Re
quire
s fre
quen
t help
from
the
conv
ersa
tiona
l par
tner.
•
Spee
ch co
ntain
s pau
ses a
nd o
ther
brea
ks.
• Pr
onun
ciatio
n ma
y ofte
n ca
use
misu
nder
stand
ings.
• Ca
n us
e a
very
limi
ted
basic
vo
cabu
lary,
some
cont
extu
al ex
pres
sions
and
some
elem
ents
of ba
sic g
ramm
ar.•
A ve
ry w
ide va
riety
of e
rrors
occu
r ev
en in
elem
enta
ry fr
ee sp
eech
.
• Ca
n un
derst
and
name
s, sig
ns
and
othe
r ver
y sho
rt an
d sim
ple
text
s rela
ted
to im
media
te ne
eds.
• Ca
n ide
ntify
spec
ific
infor
matio
n in
simple
text
, pr
ovide
d he
/she
can
rere
ad it
as
requ
ired.
• Ha
s a li
mite
d ab
ility t
o un
derst
and
an u
nfam
iliar
word
eve
n in
very
pre
dicta
ble
cont
exts.
• Ca
n co
mmun
icate
imme
diate
need
s in
brief
sent
ence
s.•
Can
write
a fe
w se
nten
ces a
nd
phra
ses a
bout
him
/her
self
and
his/h
er im
media
te ci
rcle
(suc
h as
an
swer
s to
ques
tions
or n
otes
).•
Can
use
some
bas
ic wo
rds a
nd
phra
ses a
nd w
rite
very
simp
le ma
in cla
uses
. •
Mem
orise
d ph
rase
s may
be
writt
en a
ccur
ately
, but
pro
ne
to a
very
wide
varie
ty o
f erro
rs ev
en in
the
most
eleme
ntar
y fre
e wr
iting
.
35
Prof
icien
cy le
vel A
1Lim
ited
com
mun
icatio
n in
the
mos
t fam
iliar
situ
atio
ns
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
A1.3
Func
tiona
l ele
ment
ary
prof
icien
cy
• Ca
n un
derst
and
simple
utte
ranc
es
(per
sona
l que
stion
s and
eve
ryda
y ins
tructi
ons,
requ
ests
and
warn
ings)
in ro
utine
disc
ussio
ns
with
supp
ort f
rom
cont
ext.
• Ca
n fo
llow
simple
disc
ussio
ns
relat
ed to
conc
rete
situ
ation
s or
perso
nal e
xper
ience
s.•
Can
only
unde
rstan
d ev
en si
mple
mess
ages
if d
elive
red
in sta
ndar
d dia
lect,
at a
slow
er th
an n
orma
l ra
te a
nd a
ddre
ssed
to h
im/h
er pe
rsona
lly.
• Ca
n br
iefly
desc
ribe
him/h
erse
lf an
d his
/her
imme
diate
circl
e. C
an
mana
ge in
the
most
straig
htfo
rwar
d dia
logue
s and
servi
ce si
tuat
ions.
Some
times
requ
ires h
elp fr
om th
e co
nver
satio
nal p
artn
er.
• Ca
n ex
pres
s him
/her
self
fluen
tly
in th
e mo
st fa
milia
r seq
uenc
es, b
ut pa
uses
and
bre
aks a
re ve
ry e
viden
t in
othe
r sec
tions
of s
peec
h.•
Pron
uncia
tion
may s
omet
imes
ca
use
misu
nder
stand
ings.
• Ca
n us
e a
limite
d nu
mber
of s
hort
memo
rised
exp
ress
ions,
the
most
esse
ntial
voca
bular
y and
bas
ic se
nten
ce st
ructu
res.
• Ple
nty o
f bas
ic gr
amma
tical
erro
rs oc
cur f
requ
ently
eve
n in
eleme
ntar
y sp
eech
.
• Ca
n re
ad fa
milia
r and
so
me u
nfam
iliar w
ords
. Ca
n un
derst
and
very
shor
t me
ssag
es d
ealin
g wi
th ev
eryd
ay li
fe a
nd ro
utine
ev
ents
or g
iving
simp
le ins
tructi
ons.
• Ca
n loc
ate
spec
ific i
nfor
matio
n re
quire
d in
a sh
ort t
ext
(pos
tcard
s, we
athe
r for
ecas
ts).
• Re
ading
and
und
ersta
nding
of
even
brie
f pas
sage
s of t
ext i
s ve
ry sl
ow.
• Ca
n ma
nage
to w
rite
in th
e mo
st fa
milia
r, ea
sily p
redic
table
sit
uatio
ns re
lated
to e
very
day
need
s and
exp
erien
ces.
• Ca
n wr
ite si
mple
mess
ages
(s
imple
pos
tcard
s, pe
rsona
l de
tails
, sim
ple d
ictat
ion).
• Ca
n us
e th
e mo
st co
mmon
wo
rds a
nd e
xpre
ssion
s rela
ted
to p
erso
nal l
ife o
r con
crete
need
s. Ca
n wr
ite a
few
sent
ence
s co
nsist
ing o
f sing
le cla
uses
.•
Pron
e to
a va
riety
of e
rrors
even
in
eleme
ntar
y fre
e wr
iting
.
36
Prof
icien
cy le
vel A
2Ba
sic n
eeds
for i
mm
edia
te so
cial i
nter
actio
n an
d br
ief n
arra
tion
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
A2.1
First
stage
of
basic
pro
ficien
cy•
Can
unde
rstan
d sim
ple sp
eech
or
follo
w dis
cuss
ions a
bout
topic
s of i
mmed
iate
perso
nal
relev
ance
.•
Can
unde
rstan
d th
e ma
in co
nten
t of b
rief a
nd si
mple
discu
ssion
s and
mes
sage
s of
perso
nal i
nter
est (
instru
ction
s, an
noun
ceme
nts)
and
follo
w ch
ange
s of t
opic
on th
e TV
ne
ws.
• Ca
n on
ly un
derst
and
even
sim
ple m
essa
ges i
f deli
vere
d at
nor
mal s
peed
in cl
ear
stand
ard
dialec
t, an
d ma
y of
ten
have
to a
sk fo
r re
petit
ion.
• Ca
n de
scrib
e his
/her
imme
diate
circle
in a
few
shor
t sen
tenc
es. C
an
hand
le sim
ple so
cial e
xcha
nges
and
th
e mo
st co
mmon
servi
ce si
tuat
ions.
Can
initia
te a
nd cl
ose
brief
dia
logue
s, bu
t can
rare
ly ma
intain
a lon
ger c
onve
rsatio
n. •
Can
pro
duce
some
fami
liar
sequ
ence
s flue
ntly,
but
pau
ses a
nd
false
star
ts ar
e fre
quen
t and
very
evide
nt.
• Pr
onun
ciatio
n is
unde
rstan
dable
, alt
houg
h a
fore
ign a
ccen
t is v
ery
evide
nt a
nd m
ispro
nunc
iation
s may
ca
use
occa
siona
l misu
nder
stand
ings.
• C
omma
nds e
asily
pre
dicta
ble
voca
bular
y and
man
y of t
he m
ost
esse
ntial
stru
cture
s (su
ch a
s pas
t te
nses
and
conn
ecto
rs).
• Ma
sters
the
most
basic
gra
mmar
in ele
ment
ary f
ree
spee
ch, b
ut st
ill ma
kes m
any e
rrors
even
in b
asic
struc
ture
s.
• Ca
n un
derst
and
simple
text
s co
ntain
ing th
e mo
st co
mmon
vo
cabu
lary (
perso
nal l
ette
rs,
brief
new
s ite
ms, e
very
day u
ser
instru
ction
s).
• Ca
n un
derst
and
the
main
point
s an
d so
me d
etail
s of a
few
para
grap
hs o
f tex
t. Ca
n loc
ate
and
comp
are
spec
ific i
nfor
matio
n an
d ca
n dr
aw ve
ry si
mple
infer
ence
s bas
ed o
n co
ntex
t.•
Read
ing a
nd u
nder
stand
ing o
f ev
en b
rief p
assa
ges o
f tex
t is
slow.
• Ca
n ma
nage
in th
e mo
st ro
utine
ev
eryd
ay si
tuat
ions i
n wr
iting
.•
Can
write
brie
f, sim
ple m
essa
ges
(per
sona
l let
ters,
not
es),
which
are
relat
ed to
eve
ryda
y ne
eds,
and
simple
, enu
mera
ted
desc
riptio
ns o
f ver
y fam
iliar
topic
s (re
al or
imag
inary
peo
ple,
even
ts, p
erso
nal o
r fam
ily p
lans)
.•
Can
use
conc
rete
voca
bular
y re
lated
to b
asic
need
s, ba
sic
tens
es a
nd co
-ordin
ate
sent
ence
s joi
ned
by si
mple
conn
ecto
rs (a
nd,
but).
•
Can
write
the
most
simple
wor
ds
and
struc
ture
s with
reas
onab
le ac
cura
cy, b
ut m
akes
freq
uent
basic
erro
rs (te
nses
, inf
lectio
n)
and
uses
man
y awk
ward
expr
essio
ns in
free
writ
ing.
37
Prof
icien
cy le
vel A
2Ba
sic n
eeds
for i
mm
edia
te so
cial i
nter
actio
n an
d br
ief n
arra
tion
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
A2.2
Deve
loping
ba
sic p
rofic
iency
• Ca
n un
derst
and
enou
gh to
be
able
to m
eet t
he n
eeds
of a
co
ncre
te ty
pe. C
an fo
rm a
very
roug
h ide
a of
the
main
point
s of
clea
r fac
tual
spee
ch.
• Ca
n ge
nera
lly re
cogn
ise th
e to
pic o
f disc
ussio
n ar
ound
him
/her.
Can
und
ersta
nd
ever
yday
voca
bular
y and
a ve
ry li
mite
d nu
mber
of i
dioms
in
cont
extu
al sp
eech
dea
ling
with
fami
liar o
r gen
eral
topic
s.•
Can
only
unde
rstan
d ev
en a
simple
mes
sage
if d
elive
red
in cle
ar a
nd sl
ow st
anda
rd dia
lect.
May h
ave
to a
sk fo
r re
petit
ion q
uite
ofte
n.
• Ca
n giv
e a
small
, enu
mera
ted
desc
riptio
n of
his/
her i
mmed
iate
circle
and
its e
very
day a
spec
ts.
Can
take
par
t in
rout
ine d
iscus
sions
ab
out p
erso
nal d
etail
s or i
nter
ests.
Ma
y nee
d he
lp in
conv
ersa
tion
and
may a
void
certa
in th
emes
. •
Spee
ch is
some
times
flue
nt, b
ut dif
fere
nt ty
pes o
f bre
aks a
re ve
ry ev
ident
. •
Pron
uncia
tion
is int
elligi
ble, e
ven
if a
fore
ign a
ccen
t is e
viden
t and
mi
spro
nunc
iation
s occ
ur.
• Ha
s a fa
irly g
ood
comm
and
of h
igh-
frequ
ency
eve
ryda
y voc
abula
ry a
nd
some
idiom
atic
expr
essio
ns. C
an u
se
seve
ral s
imple
and
also
a fe
w mo
re de
mand
ing st
ructu
res.
• Mo
re e
xten
ded
free
spee
ch co
ntain
s ple
nty o
f bas
ic mi
stake
s (su
ch a
s ve
rb te
nses
), wh
ich m
ay so
metim
es
impa
ir un
derst
andin
g.
• Ca
n un
derst
and
the
main
point
s an
d so
me d
etail
s of m
essa
ges
cons
isting
of a
few
para
grap
hs
in fa
irly d
eman
ding
ever
yday
co
ntex
ts (a
dver
tisem
ents,
lette
rs,
menu
s, tim
etab
les) a
nd fa
ctual
text
s (us
er in
struc
tions
, brie
f ne
ws it
ems)
.•
Can
acqu
ire e
asily
pre
dicta
ble
new
infor
matio
n ab
out f
amilia
r to
pics f
rom
a fe
w pa
ragr
aphs
of
clear
ly str
uctu
red
text
. Can
infe
r me
aning
s of u
nfam
iliar w
ords
ba
sed
on th
eir fo
rm a
nd co
ntex
t.•
Will
ofte
n ne
ed re
read
ing a
nd
refe
renc
e ma
teria
l to
unde
rstan
d a
text
pas
sage
.
• Ca
n ma
nage
in ro
utine
eve
ryda
y sit
uatio
ns in
writ
ing.
• Ca
n wr
ite a
very
shor
t, sim
ple
desc
riptio
n of
eve
nts,
past
actio
ns a
nd p
erso
nal e
xper
ience
s or
eve
ryda
y thin
gs in
his/
her
living
env
ironm
ent (
brief
lette
rs,
note
s, ap
plica
tions
, tele
phon
e me
ssag
es).
• Co
mman
ds b
asic
ever
yday
vo
cabu
lary,
struc
ture
s and
the
most
comm
on co
hesiv
e de
vices
. •
Can
write
simp
le wo
rds a
nd
struc
ture
s acc
urat
ely, b
ut m
akes
mi
stake
s in
less c
ommo
n str
uctu
res a
nd fo
rms a
nd u
ses
awkw
ard
expr
essio
ns.
38
Prof
icien
cy le
vel B
1De
alin
g wi
th e
very
day
life
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
B1.1
Func
tiona
l ba
sic
prof
icien
cy
• Ca
n un
derst
and
the
main
point
s an
d ke
y det
ails o
f spe
ech
deali
ng w
ith th
emes
regu
larly
enco
unte
red
in sc
hool,
wor
k or
leisu
re, i
nclud
ing b
rief n
arra
tion.
Can
catch
the
main
point
s of
the
radio
new
s, in
films
, on
TV p
rogr
amme
s and
on
clear
telep
hone
mes
sage
s. •
Can
follo
w sp
eech
bas
ed o
n sh
ared
exp
erien
ce o
r gen
eral
know
ledge
. Can
und
ersta
nd
high-f
requ
ency
voca
bular
y and
a lim
ited
numb
er o
f idio
ms.
• Ca
n on
ly un
derst
and
longe
r me
ssag
es if
deli
vere
d in
stand
ard
dialec
t, wh
ich is
slow
er a
nd
clear
er th
an n
orma
l. Ma
y hav
e to
ask
for r
epet
ition
from
time
to
time
.
• Ca
n de
scrib
e fa
milia
r thin
gs in
so
me d
etail
. Can
han
dle th
e mo
st co
mmon
eve
ryda
y situ
ation
s an
d inf
orma
l exc
hang
es
in th
e lan
guag
e ar
ea. C
an
comm
unica
te to
pics o
f per
sona
l re
levan
ce e
ven
in sli
ghtly
mor
e de
mand
ing si
tuat
ions.
Susta
ined
pres
enta
tions
or a
bstra
ct to
pics
caus
e ob
vious
diff
iculti
es.
• Ca
n ke
ep u
p int
elligi
ble sp
eech
, ev
en if
pau
ses a
nd h
esita
tion
occu
r in
longe
r seq
uenc
es.
• Pr
onun
ciatio
n is
clear
ly int
elligi
ble, e
ven
if a
fore
ign
acce
nt is
some
times
evid
ent a
nd
misp
ronu
nciat
ions o
ccur
to so
me
exte
nt.
• Ca
n us
e re
lative
ly ex
tens
ive
ever
yday
voca
bular
y and
some
hig
h-fre
quen
cy p
hras
es a
nd
idiom
s. Ca
n us
e a
varie
ty o
f dif
fere
nt st
ructu
res.
• Gr
amma
tical
erro
rs ar
e co
mmon
in
longe
r seq
uenc
es o
f fre
e sp
eech
(suc
h as
miss
ing a
rticle
s an
d su
ffixe
s), b
ut th
ey ra
rely
impa
ir un
derst
andin
g.
• Ca
n re
ad a
few
page
s of a
wide
va
riety
of t
exts
abou
t fam
iliar
topic
s (ta
bles,
calen
dars,
cour
se
prog
ramm
es, c
ooke
ry b
ooks
), fo
llowi
ng th
e ma
in po
ints,
key
word
s and
impo
rtant
det
ails e
ven
with
out p
repa
ratio
n.
• Ca
n fo
llow
the
main
point
s, ke
y wo
rds a
nd im
porta
nt d
etail
s of a
fe
w pa
ges o
f tex
t dea
ling
with
a fa
milia
r top
ic.•
Unde
rstan
ding
of te
xt d
etail
s and
to
pics n
ot d
ealin
g wi
th e
very
day
expe
rienc
e ma
y be
lackin
g.
• Ca
n wr
ite a
n int
elligi
ble te
xt ab
out f
amilia
r, fa
ctual
or im
agina
ry to
pics o
f per
sona
l int
eres
t, als
o co
nvey
ing so
me
deta
iled
ever
yday
info
rmat
ion.
• Ca
n wr
ite a
clea
rly fo
rmula
ted
cohe
sive
text
by c
onne
cting
iso
lated
phr
ases
to cr
eate
long
er se
quen
ces (
lette
rs, d
escri
ption
s, sto
ries,
telep
hone
mes
sage
s).
Can
effe
ctive
ly co
mmun
icate
fami
liar i
nfor
matio
n in
the
most
comm
on fo
rms o
f writ
ten
comm
unica
tion.
• Ha
s suf
ficien
t com
mand
of
voca
bular
y and
stru
cture
s to
form
ulate
mos
t tex
ts us
ed
in fa
milia
r situ
ation
s, ev
en
if int
erfe
renc
e an
d ev
ident
circu
mloc
ution
s occ
ur.
• Ro
utine
lang
uage
mat
erial
and
ba
sic st
ructu
res a
re b
y now
re
lative
ly ac
cura
te, b
ut so
me
more
dem
andin
g str
uctu
res a
nd
phra
ses s
till c
ause
pro
blems
.
39
Prof
icien
cy le
vel B
1De
alin
g wi
th e
very
day
life
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
B1.2
Fluen
t bas
ic pr
ofici
ency
• Ca
n un
derst
and
clear
factu
al inf
orma
tion
relat
ed to
fami
liar
and
fairly
gen
eral
topic
s in
fairly
de
mand
ing co
ntex
ts (in
direc
t en
quirie
s, job
-relat
ed d
iscus
sions
, pr
edict
able
telep
hone
mes
sage
s).
• Ca
n un
derst
and
the
main
point
s an
d th
e mo
st im
porta
nt d
etail
s of
mor
e ex
tend
ed fo
rmal
and
infor
mal d
iscus
sions
cond
ucte
d ar
ound
him
/her.
• Un
derst
andin
g re
quire
s sta
ndar
d lan
guag
e or
a re
lative
ly fa
milia
r acc
ent a
nd o
ccas
ional
repe
tition
and
refo
rmula
tion.
Fast
discu
ssion
s bet
ween
nat
ive
spea
kers
and
unfa
milia
r det
ails i
n un
know
n to
pics c
ause
pro
blems
.
• Ca
n sp
eak
abou
t com
mon
conc
rete
topic
s, us
ing
desc
riptio
ns, s
pecif
icatio
ns
and
comp
ariso
ns, a
nd ca
n als
o ex
plain
othe
r top
ics, s
uch
as
films
, boo
ks o
r mus
ic. C
an
comm
unica
te w
ith co
nfide
nce
in th
e ma
jority
of c
ommo
n sit
uatio
ns. L
inguis
tic e
xpre
ssion
ma
y not
alw
ays b
e ve
ry a
ccur
ate.
• Ca
n ex
pres
s him
/her
self
with
relat
ive e
ase.
Eve
n if
paus
es a
nd
brea
ks o
ccur,
spee
ch co
ntinu
es
and
the
mess
age
is co
nvey
ed.
• *P
ronu
nciat
ion is
very
inte
lligibl
e, ev
en if
stre
ss a
nd in
tona
tion
do n
ot q
uite
match
the
targ
et lan
guag
e. •
Can
use
a re
lative
ly br
oad
voca
bular
y and
comm
on id
ioms.
Can
also
use
vario
us st
ructu
res
and
even
comp
lex se
nten
ces.
• Gr
amma
tical
erro
rs oc
cur t
o so
me e
xten
t, bu
t the
y rar
ely
impa
ir ev
en m
ore
exte
nded
co
mmun
icatio
n.
• Ca
n re
ad a
few
para
grap
hs o
f te
xt a
bout
man
y diff
eren
t top
ics
(new
spap
er a
rticle
s, br
ochu
res,
user
instr
uctio
ns, s
imple
lit
erat
ure)
and
can
also
hand
le te
xts r
equir
ing so
me in
fere
nce
in pr
actic
al sit
uatio
ns o
f per
sona
l re
levan
ce.
• Ca
n loc
ate
and
comb
ine
infor
matio
n fro
m se
vera
l tex
ts co
nsist
ing o
f a fe
w pa
ges i
n or
der
to co
mplet
e a
spec
ific t
ask.
• So
me d
etail
s and
nua
nces
may
re
main
uncle
ar in
long
er te
xts.
• Ca
n wr
ite p
erso
nal a
nd e
ven
more
pub
lic m
essa
ges,
desc
ribing
ne
ws a
nd e
xpre
ssing
his/
her
thou
ghts
abou
t fam
iliar a
bstra
ct an
d cu
ltura
l top
ics, s
uch
as m
usic
or fi
lms.
• Ca
n wr
ite a
few
para
grap
hs o
f str
uctu
red
text
(lec
ture
not
es,
brief
summ
aries
and
acc
ount
s ba
sed
on a
clea
r disc
ussio
n or
pres
enta
tion)
. •
Can
prov
ide so
me su
ppor
ting
deta
il to
the
main
ideas
and
kee
p th
e re
ader
in m
ind.
• Co
mman
ds vo
cabu
lary a
nd
struc
ture
s req
uired
for a
re
lative
ly wi
de ra
nge
of w
riting
. Ca
n ex
pres
s co-o
rdina
tion
and
subo
rdina
tion.
• Ca
n wr
ite in
tellig
ible
and
relat
ively
accu
rate
lang
uage
, ev
en if
erro
rs oc
cur i
n de
mand
ing
situa
tions
, tex
t org
anisa
tion
and
style
and
even
if th
e inf
luenc
e of
the
moth
er to
ngue
or a
noth
er lan
guag
e is
notic
eable
.
40
Prof
icien
cy le
vel B
2 M
anag
ing
regu
lar i
nter
actio
n wi
th n
ative
spea
kers
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
B2.1
First
stage
of
indep
ende
nt pr
ofici
ency
• Ca
n un
derst
and
the
main
ideas
of
prop
ositi
onall
y and
ling
uistic
ally
comp
lex sp
eech
dea
ling
with
conc
rete
or a
bstra
ct to
pics.
Can
follo
w de
taile
d na
rratio
n of
gen
eral
inter
est (
news
, int
ervie
ws, f
ilms,
lectu
res)
.•
Can
unde
rstan
d th
e ma
in po
ints
of a
n inp
ut, t
he sp
eake
r’s
inten
tion,
atti
tude
s, lev
el of
form
ality
and
style
. Can
follo
w ex
tend
ed sp
eech
and
comp
lex
lines
of a
rgum
ent p
rovid
ed th
at th
e dir
ectio
n of
the
spea
king
is ind
icate
d by
exp
licit
mark
ers
(con
necto
rs, rh
ythm
). Ca
n su
mmar
ise o
r exp
ress
key
poin
ts an
d im
porta
nt d
etail
s of w
hat
he/s
he h
as h
eard
.•
Can
catch
muc
h of
wha
t is s
aid
arou
nd h
im/h
er, b
ut m
ay fi
nd
it dif
ficult
to fo
llow
discu
ssion
s be
twee
n se
vera
l nat
ive sp
eake
rs if
they
do
not m
ake
any
allow
ance
s.
• Ca
n giv
e cle
ar, a
ccur
ate
desc
riptio
ns
of a
varie
ty o
f top
ics w
ithin
his/
her s
pher
e of
exp
erien
ce, t
alk
abou
t imp
ress
ions a
nd h
ighlig
ht th
e pe
rsona
l sign
ifica
nce
of e
vent
s an
d ex
perie
nces
. Can
play
an
activ
e ro
le in
the
major
ity o
f pra
ctica
l and
so
cial s
ituat
ions a
nd in
fairly
form
al dis
cuss
ions.
Can
inter
act r
egula
rly
with
nat
ive sp
eake
rs wi
thou
t un
inten
tiona
lly a
musin
g or
irrit
ating
th
em. L
inguis
tic e
xpre
ssion
is n
ot alw
ays c
omple
tely
elega
nt.
• Ca
n pr
oduc
e str
etch
es o
f spe
ech
with
a fa
irly e
ven
temp
o an
d fe
w lon
ger p
ause
s.
• Pr
onun
ciatio
n an
d int
onat
ion a
re cle
ar a
nd n
atur
al.
• Ca
n div
erse
ly us
e lan
guag
e str
uctu
res a
nd re
lative
ly br
oad
voca
bular
y, inc
luding
idiom
atic
and
abstr
act r
eper
toire
. Sho
ws
an in
creas
ing a
bility
to re
act
appr
opria
tely
to th
e fo
rmal
requ
ireme
nts o
f the
situ
ation
.•
Gram
matic
al co
ntro
l is f
airly
good
an
d oc
casio
nal e
rrors
do n
ot u
suall
y im
pair
unde
rstan
ding.
• Ca
n re
ad a
few
page
s of t
ext
indep
ende
ntly
(new
spap
er ar
ticles
, sho
rt sto
ries,
popu
lar
fictio
n an
d no
n-fict
ion, r
epor
ts an
d de
taile
d ins
tructi
ons)
ab
out h
is/he
r own
field
or
gene
ral t
opics
. Tex
ts ma
y dea
l wi
th a
bstra
ct, co
ncep
tual
or vo
catio
nal s
ubjec
ts an
d co
ntain
fa
cts, a
ttitu
des a
nd o
pinion
s. •
Can
ident
ify th
e me
aning
of a
te
xt a
nd it
s writ
er a
nd lo
cate
seve
ral d
iffer
ent d
etail
s in
a lon
g te
xt. C
an q
uickly
iden
tify
the
cont
ent o
f tex
t and
the
relev
ance
of n
ew in
form
ation
to
decid
e wh
ethe
r clos
er st
udy i
s wo
rthwh
ile.
• Di
fficu
lties
only
occ
ur w
ith
idiom
s and
cultu
ral a
llusio
ns in
lon
ger t
exts.
• Ca
n wr
ite cl
ear a
nd d
etail
ed
text
s abo
ut a
varie
ty o
f are
as
of p
erso
nal i
nter
est a
nd a
bout
fami
liar a
bstra
ct to
pics,
and
rout
ine fa
ctual
mess
ages
and
mo
re fo
rmal
socia
l mes
sage
s (re
views
, bus
iness
lette
rs,
instru
ction
s, ap
plica
tions
, su
mmar
ies).
• Ca
n ex
pres
s inf
orma
tion
and
views
effe
ctive
ly in
writi
ng a
nd
comm
ent o
n th
ose
of o
ther
s. Ca
n co
mbine
or s
umma
rise
infor
matio
n fro
m dif
fere
nt so
urce
s in
his/h
er o
wn te
xts.
• Ca
n us
e br
oad
voca
bular
y and
de
mand
ing se
nten
ce st
ructu
res
toge
ther
with
ling
uistic
mea
ns to
pr
oduc
e a
clear,
cohe
sive
text
. Fle
xibilit
y of n
uanc
e an
d sty
le is
limite
d an
d th
ere
may b
e so
me
jumps
from
one
idea
to a
noth
er in
a lon
g co
ntrib
ution
.•
Has a
fairly
goo
d co
mman
d of
orth
ogra
phy,
gram
mar a
nd
punc
tuat
ion a
nd e
rrors
do n
ot lea
d to
misu
nder
stand
ings.
Cont
ribut
ions m
ay re
veal
moth
er to
ngue
influ
ence
s. De
mand
ing
struc
ture
s and
flex
ibilit
y of
expr
essio
n an
d sty
le ca
use
prob
lems.
41
Prof
icien
cy le
vel B
2 M
anag
ing
regu
lar i
nter
actio
n wi
th n
ative
spea
kers
Liste
ning
com
preh
ensio
nSp
eaki
ngRe
adin
g co
mpr
ehen
sion
Writ
ing
B2.2
Func
tiona
l ind
epen
dent
prof
icien
cy
• Ca
n un
derst
and
live
or re
cord
ed,
clear
ly str
uctu
red
stand
ard
dialec
t in
all si
tuat
ions i
n so
cial,
acad
emic
and
voca
tiona
l life
(in
cludin
g fo
rmal
discu
ssion
s and
an
imat
ed co
nver
satio
ns b
etwe
en
nativ
e sp
eake
rs).
• Ca
n co
mbine
comp
lex a
nd
deta
iled
infor
matio
n fro
m ex
tend
ed d
iscus
sions
or
pres
enta
tions
in o
rder
to
comp
lete
dema
nding
task
s. Ca
n inf
er im
plicit
atti
tude
s and
so
ciocu
ltura
l imp
licat
ions a
nd
critic
ally a
sses
s wha
t he/
she
has
hear
d.•
Can
unde
rstan
d un
fami
liar
spea
kers
and
langu
age
form
s. Co
nside
rable
bac
kgro
und
noise
, ling
uistic
hum
our a
nd
low-fr
eque
ncy i
dioms
and
cu
ltura
l allu
sions
may
still
caus
e dif
ficult
ies.
• Ca
n giv
e a
prep
ared
pre
sent
ation
on
quite
a va
riety
of g
ener
al to
pics.
Can
susta
in ef
fecti
ve so
cial i
nter
actio
n wi
th n
ative
spea
kers.
Can
disc
uss
and
nego
tiate
on
a va
riety
of
topic
s, pr
esen
t and
comm
ent o
n de
mand
ing li
nes o
f tho
ught
, rela
ting
his/h
er co
ntrib
ution
to th
ose
of ot
her s
peak
ers.
Can
expr
ess h
im/
herse
lf co
nfide
ntly,
clea
rly a
nd
polit
ely a
s req
uired
by t
he si
tuat
ion.
Deliv
ery m
ay b
e fo
rmula
ic an
d th
e sp
eake
r som
etim
es re
sorts
to
circu
mloc
ution
s.•
Can
comm
unica
te sp
onta
neou
sly,
ofte
n sh
owing
quit
e re
mark
able
fluen
cy a
nd e
ase
irres
pecti
ve o
f oc
casio
nal h
esita
tion.
• *P
ronu
nciat
ion a
nd in
tona
tion
are
very
clea
r and
nat
ural.
•
Can
use
a wi
de va
riety
of l
inguis
tic
mean
s to
expr
ess c
oncre
te a
nd
abstr
act,
fami
liar a
nd u
nfam
iliar
topic
s clea
rly, c
onfid
ently
and
with
a lev
el of
form
ality
app
ropr
iate
to th
e sit
uatio
n. Li
nguis
tic re
ason
s rar
ely
limit
expr
essio
n.•
Gram
matic
al co
ntro
l is g
ood.
Can
of
ten
corre
ct his
/her
own
mist
akes
an
d do
es n
ot m
ake
erro
rs lea
ding
to mi
sund
ersta
nding
.
• Ca
n re
ad in
depe
nden
tly se
vera
l pa
ges o
f com
plex
text
writ
ten
for a
varie
ty o
f pur
pose
s (da
ily
news
pape
rs, sh
ort s
torie
s, no
vels)
. Som
e of
thes
e ma
y be
unf
amilia
r or o
nly p
artia
lly
fami
liar,
but d
eal w
ith a
reas
of
perso
nal r
eleva
nce.
• Ca
n ide
ntify
the
write
r’s
attit
udes
and
the
func
tion
of th
e te
xt. C
an lo
cate
and
comb
ine
seve
ral a
bstra
ct de
tails
in
comp
lex te
xts.
Can
unde
rstan
d en
ough
to su
mmar
ise o
r pa
raph
rase
the
main
point
s.•
Diffi
culti
es o
nly o
ccur
with
low-
frequ
ency
idiom
s and
cultu
ral
allus
ions i
n lon
ger t
exts.
• Ca
n wr
ite cl
ear,
deta
iled,
form
al an
d inf
orma
l tex
ts ab
out c
omple
x re
al or
imag
inary
eve
nts a
nd
expe
rienc
es, m
ostly
for f
amilia
r an
d so
metim
es u
nfam
iliar
read
ers.
Can
write
an
essa
y, a
form
al or
info
rmal
repo
rt, ta
ke
note
s for
futu
re re
fere
nce
and
prod
uce
summ
aries
.•
Can
write
a cl
ear a
nd w
ell-
struc
ture
d te
xt, e
xpre
ss h
is/he
r po
int o
f view
, dev
elop
argu
ment
s sy
stema
ticall
y, an
alyse
, ref
lect o
n an
d su
mmar
ise in
form
ation
and
th
ough
ts.•
The
lingu
istic
rang
e of
exp
ress
ion
does
not
not
iceab
ly re
strict
wr
iting
.•
Has a
goo
d co
mman
d of
gram
mar,
voca
bular
y and
text
orga
nisat
ion. M
ay m
ake
mista
kes
in low
-freq
uenc
y stru
cture
s and
idi
omat
ic ex
pres
sions
and
style
.
42
Prof
icien
cy le
vel C
1Ma
nagi
ng in
a v
ariet
y of
dem
andi
ng la
ngua
ge u
se si
tuat
ions
Lis
teni
ng co
mpr
ehen
sion
Spea
king
Read
ing
com
preh
ensio
nW
ritin
gC1
.1Fir
st sta
ge
of fl
uent
prof
icien
cy
• Ca
n un
derst
and
with
relat
ive
ease
eve
n lon
ger s
tretch
es o
f sp
eech
or p
rese
ntat
ions d
ealin
g wi
th a
varie
ty o
f fam
iliar a
nd
gene
ral t
opics
(film
s, lec
ture
s, dis
cuss
ions,
deba
tes)
, eve
n wh
en
spee
ch is
not
clea
rly st
ructu
red
and
when
it in
volve
s idio
matic
ex
pres
sions
and
regis
ter s
hifts.
• Ca
n un
derst
and
a ve
ry w
ide
varie
ty o
f rec
ordin
gs in
det
ail,
reco
gnisi
ng in
tent
ions o
f and
re
lation
ships
bet
ween
spea
kers.
•
Unfa
milia
r acc
ents
or ve
ry no
n-sta
ndar
d dia
lects
caus
e dif
ficult
ies.
• Ca
n ho
ld a
relat
ively
long,
prep
ared
and
eve
n fo
rmal
pres
enta
tion.
Can
play
an
activ
e ro
le in
comp
lex si
tuat
ions
involv
ing a
bstra
ct an
d de
taile
d to
pics a
nd le
ad ro
utine
mee
tings
an
d sm
all g
roup
s. Ca
n us
e lan
guag
e fo
r a w
ide ra
nge
of so
cial i
nter
actio
n. V
ariat
ions
betw
een
diffe
rent
regis
ters
and
langu
age
form
s cau
se d
ifficu
lties
.•
Can
comm
unica
te fl
uent
ly,
spon
tane
ously
and
alm
ost
effo
rtles
sly.
•
Can
vary
into
natio
n an
d pla
ce
sent
ence
stre
ss co
rrectl
y in
orde
r to
exp
ress
eve
n th
e mo
st su
btle
shad
es o
f mea
ning.
• Ha
s a ve
ry w
ide vo
cabu
lary a
nd
langu
age
struc
ture
s, wh
ich ve
ry ra
rely
restr
ict e
xpre
ssion
. Can
ex
pres
s him
/her
self
conf
ident
ly,
clear
ly an
d po
litely
as r
equir
ed b
y th
e sit
uatio
n.•
Gram
matic
al co
ntro
l is g
ood.
Occa
siona
l mist
akes
do
not
impa
ir un
derst
andin
g an
d th
e sp
eake
r can
corre
ct th
ese
him/
herse
lf.
• Ca
n un
derst
and
lengt
hy a
nd
comp
lex te
xts f
rom
a va
riety
of
fields
in d
etail
.•
Can
adap
t his/
her s
tyle
of re
ading
as a
ppro
priat
e. C
an
read
criti
cally
, ass
essin
g sty
listic
nu
ance
s, an
d ide
ntify
the
write
r’s
attit
udes
and
impli
cit m
eanin
gs in
th
e te
xt.
Can
locat
e an
d co
mbine
se
vera
l abs
tract
deta
ils in
co
mplex
text
s, su
mmar
ise th
ese
and
draw
dem
andin
g co
nclus
ions
from
thes
e. •
The
most
dema
nding
det
ails a
nd
idiom
atic
pass
ages
may
requ
ire
rere
ading
or u
se o
f ref
eren
ce
mate
rial.
• Ca
n wr
ite cl
ear,
well-s
tructu
red
text
s abo
ut co
mplex
subje
cts a
nd
expr
ess h
im/h
erse
lf pr
ecise
ly,
takin
g th
e re
cipien
t int
o ac
coun
t. Ca
n wr
ite a
bout
factu
al an
d fic
tiona
l sub
jects
in an
ass
ured
, pe
rsona
l sty
le, u
sing
langu
age
flexib
ly an
d div
erse
ly. C
an w
rite
clear
and
ext
ensiv
e re
ports
eve
n on
dem
andin
g to
pics.
• Sh
ows c
omma
nd o
f a w
ide ra
nge
of o
rgan
isatio
nal m
eans
and
co
hesiv
e de
vices
. •
Has a
very
wide
ling
uistic
ra
nge.
Has
a g
ood
comm
and
of id
iomat
ic ex
pres
sions
and
co
mmon
collo
quial
isms.
• Ha
s an
extre
mely
good
comm
and
of g
ramm
ar, vo
cabu
lary a
nd
text
org
anisa
tion.
May
mak
e oc
casio
nal m
istak
es in
idiom
atic
expr
essio
ns a
nd st
ylisti
c asp
ects.
Takansi teksti ITC Garamond Book 12/14 p, Ammatti-pätevyyden tunnustamisen lisäksi hakijalle annetaan ul-komaanopintolain mukainen tutkinnon tasoa koskeva rinnastamispäätös, jos hakija on suorittanut korkeakoulu-tutkinnon. Tasopäätöksellä hakija voi osoittaa yleisen vir-kakelpoisuutensa myös muihin kuin opettajan tehtäviin.
ISBN 978-952-13-5052-8 (pb)
ISBN 978-952-13-5053-5 (pdf)
Finnish National Board of Educationwww.oph.fi /english
