Language Acquisition

Emergent (B1-Swedish 7-9th grade, A2-French and Spanish 7th grade, All optional languages starting on 8th grade)

Criterion A: Listening

Maximum: 8

Texts used for the listening task should be spoken multimodal texts. This means that the texts should have the spoken mode and other modes such as visual still images or visual moving images.

At the end of the emergent level, students should have been exposed to a wide variety of simple authentic spoken multimodal texts and be able to:

i. identify explicit and implicit information (facts and/or opinions, and supporting details)

ii. analyse conventions

iii. analyse connections.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.identifies minimal stated information (facts and/or opinions) in simple authentic texts

ii.identifies basic conventions in simple authentic texts

iii.identifies basic connections in simple authentic texts.

3–4

The student:

i.identifies some stated information (facts and/or opinions) in simple authentic texts

ii.identifies basic conventions in simple authentic texts

iii.identifies basic connections in simple authentic texts.

5–6

The student:

i.identifies most stated information (facts and/or opinions, and supporting details) in a variety of simple authentic texts

ii.interprets conventions in simple authentic texts

iii.interprets connections in simple authentic texts.

7–8

The student:

i.identifies explicit and implicit information (facts and/or opinions, and supporting details) in a wide variety of simple authentic texts

ii.analyses conventions in simple authentic texts

iii.analyses connections in simple authentic texts.

Criterion B: Reading

Maximum: 8

Texts used for the reading task should be written multimodal. This means that the texts should have the written mode and other modes such as visual and spatial modes.

Examples: a written text with images, a web page with written text and images

At the end of the emergent level, students should be exposed to a wide variety of simple authentic written multimodal texts and be able to:

i.identify explicit and implicit information (facts and/or opinions, and supporting details)

ii.analyse conventions

iii.analyse connections.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.identifies minimal stated information (facts and/or opinions) in a variety of simple authentic texts

ii.identifies basic conventions in simple authentic texts

iii.identifies basic connections in simple authentic texts.

3–4

The student:

i.identifies some stated information (facts and/or opinions) in a variety of simple authentic texts

ii.identifies basic conventions in simple authentic texts

iii.identifies basic connections in simple authentic texts.

5–6

The student:

i.identifies most stated information (facts and/or opinions, and supporting details) in a variety of simple authentic texts

ii.interprets conventions in simple authentic texts.

iii.interprets connections in simple authentic texts.

7–8

The student:

i.identifies explicit and implicit information (facts and/or opinions, and supporting details) in a wide varietyof simple authentic texts

ii.analyses conventions in simple authentic texts

iii.analyses connections in simple authentic texts.

Criterion C: Speaking

Maximum: 8

Texts used to produce the speaking task should include modes such as visual and spatial modes. Example: a short written text (caption) with image(s)/visual(s)/picture(s).

At the end of the emergent level, students should be able to:

i. use a wide range of vocabulary

ii. use a wide range of grammatical structures generally accurately

iii. use clear pronunciation and intonation in comprehensible manner

iv. communicate all or almost all the required information clearly and effectively.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.uses a limited range of vocabulary

ii.uses a limited range of grammatical structures with many errors which often hindercommunication

iii.uses pronunciation and intonation with many errors which often hinder comprehension

iv.during interaction, communicates limited relevant information.

3–4

The student:

i.uses a basic range of vocabulary

ii.uses a basic range of grammatical structures with some errors which sometimes hinder communication

iii.uses pronunciation and intonation with some errors which sometimes hinder comprehension

iv.during interaction, communicates some relevant information.

5–6

The student:

i.uses a range of vocabulary

ii.uses a range of grammatical structures with a few errors which do not hinder communication

iii.uses pronunciation and intonation with a few errors. However, these do not hinder comprehension

iv.during interaction, communicates most of the relevant information.

7–8

The student:

i.uses a wide range of vocabulary

ii.uses a wide range of grammatical structures generally accurately

iii.uses clear pronunciation and intonation which makes the communication easy to comprehend

iv.during interaction, communicates all or almost all the required information clearly and effectively.

Note: When assessing pronunciation in speaking it does not necessarily mean having a native speaker level of pronunciation as accent is part of the learner and his/her culture. The aim should be intelligibility which means that the person listening is able to understand what the speaker is saying with minimal strain.

Criterion D: Writing

Maximum: 8

A stimulus containing other modes, such as visual and spatial modes, should be used as a prompt for producing the writing task. Examples: a written text with images, a written text with some spatial arrangement.

At the end of the emergent level, students should be able to:

i.use a wide range of vocabulary

ii.use a wide range of grammatical structures generally accurately

iii.organize information effectively and coherently in an appropriate format using a wide range of simple and some complex cohesive

devices

iv.communicate all or almost all the required information with a clear sense of audience and purpose to suit the context.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.uses a limited range of vocabulary

ii.uses a limited range of grammatical structures with many errors which often hinder communication

iii.presents some information in a partially-recognizable format using some basic cohesive devices

iv.communicates limited relevant information with some sense of audience and purpose to suit the context.

3–4

The student:

i.uses a basic range of vocabulary

ii.uses a basic range of grammatical structures with some errors which sometimes hinder communication

iii.organizes information in a recognizable format using a range of basic cohesive devices

iv.communicates some relevant information with some sense of audience and purpose to suit the context.

5–6

The student:

i.uses a range of vocabulary

ii.uses a range of grammatical structures with a few errors which do not hinder communication

iii.organizes information in an appropriate format using simple and some complex cohesive devices

iv.communicates most relevant information with a sense of audience and purpose to suit the context.

7–8

The student:

i.uses a wide range of vocabulary

ii.uses a wide range of grammatical structures generally accurately

iii.organizes information effectively and coherently in an appropriate format using a wide range of simple and some complex cohesive

devices

iv.communicates all or almost all the required information with a clear sense of audience and purpose to suit the context.

Proficient (B+D classes English 7-9th grade)

Criterion A: Listening

Maximum: 8

Texts used for the listening task should be spoken multimodal texts. This means that the texts should have the spoken mode and other modes such as visual still images or visual moving images.

At the end of the proficient level, students should be exposed to a wide variety of complex authentic spoken multimodal texts and be able to:

i.identify explicit and implicit information (facts and/or opinions, and supporting details)

ii.analyse conventions

iii.analyse connections.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.identifies minimal stated information (facts and/or opinions) in complex authentic texts

ii.identifies basic conventions in complex authentic texts

iii.identifies basic connections in complex authentic texts.

3–4

The student:

i.identifies some stated information (facts and/or opinions) in complex authentic texts

ii.identifies basic conventions in complex authentic texts

iii.identifies basic connections in complex authentic texts.

5–6

The student:

i.identifies most stated information (facts and/or opinions, and supporting details) in complex authentic texts

ii.interprets conventions in complex authentic texts

iii.interprets connections in complex authentic texts.

7–8

The student:

i.identifies explicit and implicit information (facts and/or opinions, and supporting details) in complex authentic texts

ii.analyses conventions in complex authentic texts

iii.analyses connections in complex authentic texts.

Criterion B: Reading

Maximum: 8

Texts used for the reading task should be written multimodal texts. This means that the texts should have the written mode and other modes such as visual and spatial modes. Examples: a written text with images, a web page with written text and images.

At the end of the proficient level, students should be exposed to a wide variety of complex authentic written multimodal texts and be able to:

i.identify explicit and implicit information (facts and/or opinions, and supporting details)

ii.analyse conventions

iii.analyse connections.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.identifies minimal stated information (facts and/or opinions) in complex authentic texts

ii.identifies basic conventions in complex authentic texts

iii.identifies basic connections in complex authentic texts.

3–4

The student:

i.identifies some stated information (facts and/or opinions) in complex authentic texts

ii.identifies basic conventions in complex authentic texts

iii.identifies basic connections in complex authentic texts.

5–6

The student:

i.identifies most stated information (facts and/or opinions, and supporting details) in complex authentic texts

ii.interprets conventions in complex authentic texts

iii.interprets connections in complex authentic texts.

7–8

The student:

i.identifies explicit and implicit information (facts and/or opinions, and supporting details) in complex authentic texts

ii.analyses conventions in complex authentic texts

iii.analyses connections in complex authentic texts.

Criterion C: Speaking

Maximum: 8

Texts used to produce the speaking task should include modes such as visual and spatial modes. Example: a short written text (caption) with image(s)/visual(s)/picture(s).

At the end of the proficient level, students should be able to:

i.use a wide range of vocabulary

ii.use a wide range of grammatical structures generally accurately

iii.use clear pronunciation and intonation in a comprehensible manner

iv.during interaction, communicate all or almost all the required information clearly and effectively.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.uses a limited range of vocabulary

ii.uses a limited range of grammatical structures with many errors which often hinder communication

iii.uses pronunciation and intonation with many errors which often hinder comprehension

iv.during interaction, communicates limited relevant information.

3–4

The student:

i.uses a basic range of vocabulary

ii.uses a basic range of grammatical structures with some errors which sometimes hinder communication

iii.uses pronunciation and intonation with some errors which sometimes hinder comprehension

iv.during interaction, communicates some relevant information.

5–6

The student:

i.uses a range of vocabulary

ii.uses a range of grammatical structures with a few errors which do not hinder communication

iii.uses pronunciation and intonation with a few errors. However, these do not hinder comprehension

iv.during interaction, communicates most relevant information.

7–8

The student:

i.uses a wide range of vocabulary

ii.uses a wide range of grammatical structures generally accurately

iii.uses clear pronunciation and intonation which makes the communication easy to comprehend

iv.during interaction, communicates all or almost all the required information clearly and effectively.

Note: When assessing pronunciation in speaking it does not necessarily mean having a native speaker level of pronunciation as accent is part of the learner and his/her culture. The aim should be intelligibility which means that the person listening is able to understand what the speaker is saying with minimal strain.

Criterion D: Writing

Maximum: 8

A stimulus containing other modes such as visual and spatial modes should be used as a prompt for producing the writing task. Examples: a written text with images, a written text with some spatial arrangement.

At the end of the proficient level, students should be able to:

i.use a wide range of vocabulary

ii.use a wide range of grammatical structures generally accurately

iii.organize information effectively and coherently in an appropriate format using a wide range of complex cohesive devices

iv.communicate all or almost all the required information with a clear sense of audience and purpose to suit the context.

Achievement level and level descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student:

i.uses a limited range of vocabulary

ii.uses a limited range of grammatical structures with many errors which often hinder communication

iii.organizes some information in a recognizable format using some basic cohesive devices

iv.communicates limited relevant information with some sense of audience and purpose to suit the context.

3–4

The student:

i.uses a basic range of vocabulary

ii.uses a basic range of grammatical structures with some errors which sometimes hinder communication

iii.organizes information in a recognizable format using a range of basic cohesive devices

iv.communicates some relevant information with some sense of audience and purpose to suit the context.

5–6

The student:

i.uses a range of vocabulary

ii.uses a range of grammatical structures with a few errors which do not hinder communication

iii.organizes information in an appropriate format using simple and complex cohesive devices

iv.communicates most relevant information with a sense of audience and purpose to suit the context.

7–8

The student:

i.uses a wide range of vocabulary

ii.uses a wide range of grammatical structures generally accurately

iii.organizes information effectively and coherently in an appropriate format using a wide range of complex cohesive devices

iv.communicates all or almost all the required information with a clear sense of audience and purpose to suit the context.