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A List of Certificates Confirming the Knowledge of a Modern Foreign Language at the Level of at Least B2, Recognized by the Doctoral School in the Recruitment Process
Appendix no 4 to the Admission Rules to the Doctoral School of the Stanisław Moniuszko Academy of Music in Gdańsk in the academic year 2020/2021 A list of certificates confirming the knowledge of a modern foreign language at the level of at least B2, recognized by the Doctoral School in the recruitment process. Persons who do not have any of the certificates listed below before matriculation will have to pass an exam in a modern foreign language at B2 level, organized by the Foreign Languages Unit of the Stanisław Moniuszko Academy of Music in Gdańsk. This exam will be held in September 20..... Certificates confirming at least B2 level of global language proficiency according to the "Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)": 1. Certificate confirming the knowledge of a foreign language, issued by the National School of Public Administration as a result of a linguistic verification procedure. 2. Certificates confirming at least B2 level of global language proficiency according to the "Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)": 1) certificates issued by institutions associated in the Association of Language Testers in Europe (ALTE) - ALTE Level 3 (B2), ALTE Level 4 (C1), ALTE Level 5 (C2), in particular the certificates: a) First Certificate in English (FCE), Certificate in Advanced English (CAE), Certificate of Proficiency in English (CPE), Business English Certificate (BEC) Vantage — at least Pass, Business English Certificate (BEC) -
Language Requirements
Language Policy NB: This Language Policy applies to applicants of the 20J and 20D MBA Classes. For all other MBA Classes, please use this document as a reference only and be sure to contact the MBA Admissions Office for confirmation. Last revised in October 2018. Please note that this Language Policy document is subject to change regularly and without prior notice. 1 Contents Page 3 INSEAD Language Proficiency Measurement Scale Page 4 Summary of INSEAD Language Requirements Page 5 English Proficiency Certification Page 6 Entry Language Requirement Page 7 Exit Language Requirement Page 8 FL&C contact details Page 9 FL&C Language courses available Page 12 FL&C Language tests available Page 13 Language Tuition Prior to starting the MBA Programme Page 15 List of Official Language Tests recognised by INSEAD Page 22 Frequently Asked Questions 2 INSEAD Language Proficiency Measurement Scale INSEAD uses a four-level scale which measures language competency. This is in line with the Common European Framework of Reference for language levels (CEFR). Below is a table which indicates the proficiency needed to fulfil INSEAD language requirement. To be admitted to the MBA Programme, a candidate must be fluent level in English and have at least a practical level of knowledge of a second language. These two languages are referred to as your “Entry languages”. A candidate must also have at least a basic level of understanding of a third language. This will be referred to as “Exit language”. LEVEL DESCRIPTION INSEAD REQUIREMENTS Ability to communicate spontaneously, very fluently and precisely in more complex situations. -
Inventory of Language Certification in Europe a Report to the European
National Foundation for Educational Research Inventory of Language Certification in Europe A Report to the European Commission Directorate General for Education and Culture Jenny Bradshaw Catherine Kirkup March 2006 Acknowledgements We would like to thank the individuals and organisations mentioned below. All the individuals who responded to the online questionnaire, and the organisations which assisted in their distribution. The Eurydice units which provided information on the use of certification in their countries. The Association of Language Testers in Europe The European Association for Language Testing and Assessment We are also very grateful to the following providers, who supplied information on their certificates: Anglia Examinations Syndicate Assessment and Qualifications Alliance Basque Government Cambridge ESOL Centre de Langues Luxembourg Centre for Advanced Language Learning, Hungary Centre for the Greek Language Centre international d'études pédagogiques Centro Linguistico Italiano Dante Alighieri Citogroep CNaVT (Katholieke Universiteit Leuven, België/Universiteit van Amsterdam, Nederland) Welsh Joint Education Committee Danish Language Testing Consortium Department of Lithuanian Studies, Vilnius University Escola Oficial de Idiomas (Catalunya) Escuela Oficial de Idiomas (Madrid) European Consortium for the Certificate of Attainment in Modern Languages Finnish National Board of Education Generalitat de Catalunya Goethe-Institut IELTS Consortium Institute of Linguists Educational Trust UK Instituto Cervantes National Examination -
Opções De Vagas
Anexo - Vagas Disponíveis UNIVERSIDADE PAÍS VAGAS IDIOMA 1 PROFICIENCIA IDIOMA 1 OU IDIOMA 2 PROFICIÊNCIA IDIOMA 2 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Eberhard Karls Universität Tübingen Alemanha 5 Alemão OU Inglês mínimo nível B2 proficiência no mínimo nível B2 DSH 2, DSH 3, TestDAF (com 4 ou 5 pontos em todas as áreas, no mínimo 16 pontos) ou equivalente; German Ernst-Abbe-Fachhochschule Jena Alemanha 5 Alemão language proficiency: upper intermediate (e.g. Goethe certificate B2, TestDaF 3-4) Inglês: Atestado ou Exame de Hochschule Neu-Ulm Alemanha 3 Alemão Atestado ou Exame de proficiência no mínimo nível B2 OU Inglês proficiência no mínimo nível B2 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Hochschule Ruhr West Alemanha 5 Alemão OU Inglês mínimo nível B1 proficiência no mínimo nível B1 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Hochschule Worms Alemanha 3 Alemão OU Inglês mínimo nível B1 proficiência no mínimo nível B2 DSH 2, DSH 3, TestDaF 4 em todas as habilidades, Inglês: Atestado ou Exame de Westfälische Wilhelms-Universität Münster Alemanha 2 Alemão Goethe-Zertifikat C2, UNIcert-certificate III and IV ou OU Inglês Atestado ou Exame de proficiência no mínimo nível B2 proficiência no mínimo nível B2 Alemão: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de FHWien der WKW Áustria 1 Alemão OU Inglês mínimo B2 proficiência no mínimo nível B2 Francês: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Ecole Pratique des Hautes Etudes Commerciales Bélgica 2 Francês OU Inglês mínimo nível B2 proficiência no mínimo nível B2 Francês: Atestado ou Exame de proficiência no Inglês: Atestado ou Exame de Université Libre de Bruxelles Bélgica 2 Francês OU Inglês mínimo nível B2 proficiência no mínimo nível B2 TOEFL (Test of English as a Foreign Language) iBT (internet-based test) score of 80 or PBT (paper-based test) score of 550. -
English Language Testing in US Colleges and Universities
DOCUMENT RESUME ED 331 284 FL 019 122 AUTHOR Douglas, Dan, Ed. TITLE English Language Testing in U.S. Colleges and Universities. INSTITUTION National Association for Foreign Student Affairs, Washington, D.C. SPONS AGENCY United States information Agency, Washington, DC. Advisory, Teaching, and Specialized Programs Div. REPORT NO /SBN-0-912207-56-6 PUB DATE 90 NOTE 106p. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Admission Criteria; College Admission; *English (Second Language); Foreign Countries; *Foreign Students; Higher Education; *Language Tests; Questionnaires; Second Language Programs; Standardized Tests; Surveys; *Teaching Assistants; *Test Interpretation; Test Results; Writing (Composition); Writing Tests IDENTIFIERS United Kingdom ABSTRACT A collection of essays and research reports addresses issues in the testing of English as a Second Language (ESL) among foreign students in United States colleges and universities. They include the following: "Overview of ESL Testing" (Ralph Pat Barrett); "English Language Testing: The View from the Admissions Office" (G. James Haas); "English Language Testing: The View from the English Teaching Program" (Paul J. Angelis); "Standardized ESL Tests Used in U.S. Colleges and Universities" (Harold S. Madsen); "British Tests of English as a Foreign Language" (J. Charles Alderson); "ESL Composition Testing" (Jane Hughey); "The Testing and Evaluation of International Teaching Assistants" (Barbara S. Plakans, Roberta G. Abraham); and "Interpreting Test Scores" (Grant Henning). Appended materials include addresses for use in obtaining information about English language testing, and the questionnaire used in a survey of higher education institutions, reported in one of the articles. (ME) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
List of Accepted Institutions, Exams and Tests As Evidence to Prove Your Language Proficiency in the CEMS Language and the Third Language
List of accepted institutions, exams and tests as evidence to prove your language proficiency in the CEMS language and the third language Language Type of evidence Accepted by RSM for Accepted by CEMS for entry exit (provided minimum (provided minimum level is reached) level is reached) Various Placement test results and Yes No (there are some languages course certificates from exceptions about university language centres at which you can CEMS schools inform yourself once you are admitted) Placement test results and Yes No course certificates from university language centres at EQUIS or AACSB accredited university TELC language tests Yes No CEMS accredited in-house tests Yes Yes and language courses offered by CEMS-schools (overview available upon request) CEMS MBC test Yes Yes languages Chinese Placement test result from Yes No Confucius Institute by Hanban Course certificate from Yes Yes, but only if Confucius Institute by Hanban Chinese is your 3rd language Business Chinese test Yes Yes, BCT4 or higher CEMS language: BCT3 3rd language: BCT2 HSK (Hanyu Shuiping Kaoshi) Yes Yes, HSK4 or higher + CEMS language: HSKK (oral test) HSK3 intermediate or higher 3rd language: HSK2 Czech Státní jazyková zkouška základní Yes Yes z češtiny pro cizince (State examination in Czech for foreigners) Exam CCE (general language) – Yes Yes B2 or higher Danish Studieprøven Yes Yes Prøve i Dansk 3 Yes Yes Dutch Educatief professioneel C1 Yes Yes Professioneel gevorderd B2 Yes Yes Educatief startbekwaam B2 Yes Yes Maatschappelijk formeel B1 Yes Yes, but only -
Fremdsprachenzertifikate in Der Schule
FREMDSPRACHENZERTIFIKATE IN DER SCHULE Handreichung März 2014 Referat 522 Fremdsprachen, Bilingualer Unterricht und Internationale Abschlüsse Redaktion: Henny Rönneper 2 Vorwort Fremdsprachenzertifikate in den Schulen in Nordrhein-Westfalen Sprachen öffnen Türen, diese Botschaft des Europäischen Jahres der Sprachen gilt ganz besonders für junge Menschen. Das Zusammenwachsen Europas und die In- ternationalisierung von Wirtschaft und Gesellschaft verlangen die Fähigkeit, sich in mehreren Sprachen auszukennen. Fremdsprachenkenntnisse und interkulturelle Er- fahrungen werden in der Ausbildung und im Studium zunehmend vorausgesetzt. Sie bieten die Gewähr dafür, dass Jugendliche die Chancen nutzen können, die ihnen das vereinte Europa für Mobilität, Begegnungen, Zusammenarbeit und Entwicklung bietet. Um die fremdsprachliche Bildung in den allgemein- und berufsbildenden Schulen in Nordrhein-Westfalen weiter zu stärken, finden in Nordrhein-Westfalen internationale Zertifikatsprüfungen in vielen Sprachen statt, an denen jährlich mehrere tausend Schülerinnen und Schüler teilnehmen. Sie erwerben internationale Fremdsprachen- zertifikate als Ergänzung zu schulischen Abschlusszeugnissen und zum Europäi- schen Portfolio der Sprachen und erreichen damit eine wichtige Zusatzqualifikation für Berufsausbildungen und Studium im In- und Ausland. Die vorliegende Informationsschrift soll Lernende und Lehrende zu fremdsprachli- chen Zertifikatsprüfungen ermutigen und ihnen angesichts der wachsenden Zahl an- gebotener Zertifikate eine Orientierungshilfe geben. -
ALTE Framework 2019
ALTE Framework 2019 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Euskararen Gaitasun Agiria (EGA) • Re-audit Nov 2021 Basque Government Eusko Jaurlaritza Basque Euskara Euskararen Gaitasun Agiria (EGA) • Re-audit pending Government of Navarre Gobierno de Navarra Standardised Test in Bulgarian as a Foreign Sofia University St. Language B2 Kliment Ohridski – • Re-audit March 2019 Department for Language Teaching - Bulgarian DLTIS Български език Софийски университет "Св. Климент Охридски" – Департамент за езиково обучение – ДЕО Version date: 05/02/2019 ALTE Framework 2019 A1 A2 B1 B2 C1 C2 Language Organisation Pre-A1 ALTE Breakthrough ALTE Level 1 ALTE Level 2 ALTE Level 3 ALTE Level 4 ALTE Level 5 Nivell superior de català Catalan Generalitat of Catalonia • Audit pending Català Generalitat de Catalunya Charles University in The Czech Language The Czech Language The Czech Language The Czech Language The Czech Language Prague, Institute for Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Certificate Exam (CCE) Language and A1 A2 B1 B2 C1 Czech Preparatory Studies • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 • Re-audit Jan 2021 (ILPS) Čeština Univerzita Karlova v Praze, Ústav jazykové a odborné přípravy, (ÚJOP UK) Prøve i Dansk 1 (PD1) Prøve i Dansk 2 (PD2) Prøve i Dansk 3 (PD3) • • • The Ministry for Re-audit Oct 2022 Re-audit Oct 2022 Re-audit Oct 2022 Danish Foreigners and Integration -
Types of Documents Confirming the Knowledge of a Foreign Language by Foreigners
TYPES OF DOCUMENTS CONFIRMING THE KNOWLEDGE OF A FOREIGN LANGUAGE BY FOREIGNERS 1. Diplomas of completion of: 1) studies in the field of foreign languages or applied linguistics; 2) a foreign language teacher training college 3) the National School of Public Administration (KSAP). 2. A document issued abroad confirming a degree or a scientific title – certifies the knowledge of the language of instruction 3. A document confirming the completion of higher or postgraduate studies conducted abroad or in Poland - certifies the knowledge of the language only if the language of instruction was exclusively a foreign language. 4. A document issued abroad that is considered equivalent to the secondary school-leaving examination certificate - certifies the knowledge of the language of instruction 5. International Baccalaureate Diploma. 6. European Baccalaureate Diploma. 7. A certificate of passing a language exam organized by the following Ministries: 1) the Ministry of Foreign Affairs; 2) the ministry serving the minister competent for economic affairs, the Ministry of Cooperation with Foreign Countries, the Ministry of Foreign Trade and the Ministry of Foreign Trade and Marine Economy; 3) the Ministry of National Defense - level 3333, level 4444 according to the STANAG 6001. 8. A certificate confirming the knowledge of a foreign language, issued by the KSAP as a result of linguistic verification proceedings. 9. A certificate issued by the KSAP confirming qualifications to work on high-rank state administration positions. 10. A document confirming -
Convocatoria Para El Curso 2021-2022
SECRETARÍA DE ESTADO DE EDUCACIÓN MINISTERIO DE EDUCACIÓN Y FORMACIÓN PROFESIONAL Resolución de la Secretaría de Estado de Educación, por la que se convocan 117 plazas de estancias profesionales europeas en Alemania, Austria, Bélgica, Dinamarca, Finlandia, Francia, Italia, Noruega, los Países Bajos, Portugal, el Reino Unido, la República de Irlanda, Suecia y Suiza, para profesorado perteneciente a los cuerpos de Maestros/as de Educación Infantil y Primaria, Profesorado de Enseñanza Secundaria, Catedráticos/as de Enseñanza Secundaria, Profesorado de Escuelas Oficiales de Idiomas, Catedráticos/as de Escuelas Oficiales de Idiomas, Profesorado Técnico de Formación Profesional, Profesorado de Música y Artes Escénicas y Profesorado de Artes Plásticas y Diseño para el curso 2021/2022. El último informe español TALIS (2018), derivado del “Teaching and Learning International Survey” de la OCDE, ha puesto de manifiesto que el proceso de enseñanza y aprendizaje ha cambiado significativamente en los últimos años y constituye un importante desafío para el personal docente. En este escenario de cambio permanente, el profesorado debe validar y actualizar continuamente sus conocimientos y habilidades para ayudar al alumnado a convertirse en personas adultas competentes y socialmente integradas. Así mismo, en la actualidad la enseñanza es más dinámica, desafiante y exigente que nunca y existe la expectativa de que el profesorado desarrolle, adapte e innove su actividad docente de forma continua con el objetivo de que el alumnado adquiera los conocimientos y destrezas que necesitará en su vida cotidiana y sus trabajos y profesiones futuros. La creciente importancia de la formación continua del profesorado es evidente una vez que la participación en actividades de desarrollo profesional del personal docente ha sido incluida como indicador en los Objetivos de Desarrollo Sostenible de las Naciones Unidas (United Nations, 2015). -
Preliminary Programme
Preliminary programme Language learning, teaching and assessment… … in a globalised economy Investigating the necessary elements to design and implement a communicative test for engineering students: A backwash effect Ada Luisa Arellano Méndez, Mextesol, Mexico The written English Matura exam in Poland: Assessment, policy, and practice Aleksandra Kasztalska, Southern Arkansas University, United States Aleksandra Swatek, Purdue University, United States Validating university entrance test assumptions: Some inconvenient facts Bart Deygers, KU Leuven, Belgium Language assessment in teacher education programmes in Colombia Bozena Lechowska, Universidad Industrial de Santander, Colombia Assessment in a globalised economy: A task-based approach to assess the proficiency of Dutch in specific occupational domains Christina Maes, CNaVT, Centre of Language and Education, KU Leuven, Belgium Sarah Smirnow, CNaVT, Centre of Language and Education, KU Leuven, Belgium Lucia Luyten, CNaVT, Centre of Language and Education, KU Leuven, Belgium Testing pre-service teachers’ spoken English proficiency: Design, washback and impact Daniel Xerri, University of Malta, Malta Odette Vassallo, University of Malta, Malta Sarah Grech, University of Malta, Malta Certification of Proficiency in Polish as a foreign language and its influence over the Polish labour market Dominika Bartosik, Jagiellonian University Kraków, Poland Évaluer la compétence à communiquer en français dans l’entreprise Dominique Casanova, CCI Paris Ile-de-France – Centre de langue française, -
Learning and Assessment: Making the Connections 3–5 May 2017
Learning and Assessment: Making the Connections 3–5 May 2017 In collaboration with and supported by Book of Abstracts The presentations appear by format, by alphabetical order according to the first letter of the title, and colour-coded according to the strand. Plenary presentations ........................................................................................................................... 1 Connecting policy and practice at European level ....................................................................................................... 1 Construct and content in context: Implications for language learning, teaching and assessment in China ................. 1 Innovating teaching and learning through digitalisation: Results from research to support policy ............................... 2 Language policy and social cohesion: What links between social environment and regimes of learning and assessment? ............................................................................................................................................................... 2 Language testing washback and impact in our globalised world ................................................................................. 3 Panels...................................................................................................................................................... 4 Insights from research on sign language tests ............................................................................................................ 4 Lessons