(American Model of the Europass Language Passport)*

Global Language Portfolio Language Passport (American model of the Europass Language Passport)*

Full Name: Date of this assessment: Native language(s): Other languages:

Language 1:

Self-assessment of language skills (**) ACTFL levels: NL, NM, NH, IL, IM, IH, AL, AM, AH, S, D (Insert your rating in box to left of ACTFL for each skill.) CEFR levels: A1, A2, B1, B2, C1, C2 (Insert your rating in box to left of CEFR for each skill.)

Understanding Speaking Writing Listening Reading Spoken interaction Spoken production ACTFL ACTFL ACTFL ACTFL ACTFL CEFR CEFR CEFR CEFR CEFR

Diplomas or certificates

CEFR level *** Title of diploma(s) or certificate(s) Awarding body Date ACTFL level ***

Linguistic experiences

Description From To

Language 2:

Self-assessment of language skills (**) ACTFL levels: NL, NM, NH, IL, IM, IH, AL, AM, AH, S, D (Insert your rating in box to left of ACTFL for each skill.) CEFR levels: A1, A2, B1, B2, C1, C2 (Insert your rating in box to left of CEFR for each skill.)

Description From To

Language 3:

Self-assessment of language skills (**) ACTFL levels: NL, NM, NH, IM, IH, AL, AM, AH, S, D (Insert your rating in box to left of ACTFL for each skill.) CEFR levels: A1, A2, B1, B2, C1, C2 (Insert your rating in box to left of CEFR for each skill.)

Description From To

* The Global Language Portfolio’s (GLP) Language Passport is an American language model of the Europass Language Passport (© European Communities) found at http://europass.cedefop.europa.eu.

** The self-assessment of language skills is taken either from the self assessment in the language biography or from a validated test correlated to either the rating levels of the American Council on the Teaching of Foreign Languages (ACTFL) or the rating levels of the Common European Framework of Reference for Languages (CEFR) language passport. The box at the left of each skill allows for recording the skill level . *** At the end of the Language Passport are copyrighted grids outlining both the ACTFL levels and the levels of the Common European Framework. They summarize what can be done at each skill level. The grid referencing the ACTFL levels is used with the permission of the National Council of State Supervisors for Languages (NCSSFL). The grid referencing the Common European Framework is taken from the Europass Language Passport, (© European Communities) found at http://europass.cedefop.europa.eu.

The Global Language Portfolio’s (GLP) Language Passport may be reproduced by crediting the American Association of Teachers of French (© American Association of Teachers of French) and this web site at http://www.frenchteachers.org/ LINGUAFOLIO SELF-ASSESSMENT GRID NOVICE INTERMEDIATE ADVANCED SUPERIOR Low Mid High Low Mid High Low Mid High

E I can understand a I can understand I can understand I can understand I can understand I can understand I can understand I can understand I can understand I can understand V I

T few familiar words. some everyday ideas on familiar main ideas and a ideas on familiar some extended some extended extended speech most spoken any kind of spoken E I can understand words, phrases topics expressed few details in topics expressed speech on a speech on and lectures, even language and language, including R

P some words that and questions through phrases, sentences, short through a series of variety of familiar unfamiliar topics when somewhat some technical most accents and R g E n are similar to those about me, my short sentences, conversations and sentences. and some delivered through complicated. discussions. I can dialects. i T n

N in my own personal and frequently some forms of I can understand unfamiliar topics a variety of media. I can understand understand some e I t

s language. experiences and used expressions. media. details expressed delivered through most forms of accents and i

L my surroundings, I can understand in conversations conversations and media with little dialects. when people speak the main point in and through some other media. effort. slowly and clearly. messages and forms of media. announcements. I can identify some I can understand I can understand I can understand I can understand I can understand I can understand I can understand I can understand I can comprehend words or phrases, familiar words and the main idea and the main idea and most details in many different the subtleties of long, complex abstract and with ease virtually especially those short, simple some details in many details in texts that contain types of texts that texts on familiar texts and linguistically all forms of

g that are similar to phrases or simple texts that some texts that familiar vocabulary contain unfamiliar topics and recognize some complex texts. written language. n i

d words in my own sentences. contain familiar contain familiar and the main idea vocabulary. information from literary and I can make a

e language. vocabulary. vocabulary. and many details texts on unfamiliar technical styles. appropriate R in texts that topics. inferences and contain unfamiliar identify literary vocabulary. elements. L n I can use single I can interact with I can exchange I can begin and I can state my I can state and I can express I can communicate I can usually adapt I can effectively o A s N r words and simple help using info about familiar carry on an views and begin support my views myself on a range with fluency and my language to and consistently e O S P memorized memorized words tasks, topics and unrehearsed and carry on and take an active of familiar and flexibility on the situation. use language for

E t phrases. and phrases. I can activities. conversation on a conversations on a part in discussions some unfamiliar concrete social and I can express all purposes. I can

P n answer simple I can handle short limited number of variety of familiar on familiar topics topics. professional topics. myself with take part R o E s questions on very social interactions familiar topics. topics and in and in some I can link ideas in fluency, flexibility effortlessly in any r T e N familiar topics. using phrases and I can ask and uncomplicated complicated extended and precision on conversation or P I

n sentences, but answer simple situations. situations. discussions. concrete and some discussion. o i

t I may need help questions and abstract topics. a c

i to keep the exchange n

u conversation information in

m going. highly familiar

m situations. o C

L I can use single I can use simple I can use a series I can connect basic I can connect I can present clear I can deliver a I can deliver a I can deliver a I can deliver a A N

n words and phrases and of phrases and sentences to sentences in order and detailed comprehensible clearly articulated clear and fluid presentation for a O o i I memorized sentences to sentences to provide to describe descriptions on presentation presentation on presentation and variety of purposes t T c A

u phrases to provide provide provide basic information on experiences, topics related to appropriate to my personal, appropriately in a style T d

N information about information about information about familiar topics. I events, and my experiences audience on a academic, or respond to the appropriate to any o r E p

S myself, and my myself, and my familiar topics. can relate with opinions. I can and interests. I variety of topics. professional topics. audience. type of audience.

E n immediate immediate some details, narrate a story and can present my R e P k surroundings. surroundings. information about make a simple viewpoint on an o

p what I read, hear factual issue and support S and see. presentation. my opinions. I can copy some I can provide some I can write simple I can write about I can summarize, I can express ideas I can express ideas I can write clear, I can express I can effectively characters and basic information descriptions and familiar topics and describe or explain in detailed on a variety of well-organized myself with fluency and consistently words. on familiar topics short messages experiences in familiar topics and narratives, topics in clear, texts for a variety and precision on express myself in a

g in lists and simple and request or series of support my views descriptions or organized texts. I of audiences on concrete and some variety of styles for n

i forms. provide sentences. with some details. explanations on can adjust my concrete social and abstract topics. I academic and t i

r information on familiar and some writing for some professional topics. can adapt my professional

W familiar topics. new topics. audiences. writing style audiences and according to purposes. purpose and audience. A1 A2 B1 B2 C1 -> C2-Distinguished The A, B, C designations represent approximations with the Common European Framework of Reference for Languages used in the European Language Portfolio. NCSSFL - February 2008 ***COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR) LEVELS – SELF-ASSESSMENT GRID A1 A2 B1 B2 C1 C2

Listening I can understand familiar words I can understand phrases and I can understand the main I can understand extended I can understand extended I have no difficulty in U and very basic phrases the highest frequency points of clear standard speech speech and lectures and follow speech even when it is not understanding any kind of N concerning myself, my family vocabulary related to areas of on familiar matters regularly even complex lines of argument clearly structured and when spoken language, whether live D and immediate concrete most immediate personal encountered in work, school, provided the topic is reasonably relationships are only implied or broadcast, even when surroundings when people relevance (e.g. very basic leisure, etc. I can understand familiar. I can understand most and not signalled explicitly. I delivered at fast native speed, E speak slowly and clearly. personal and family the main point of many radio or TV news and current affairs can understand television provided. I have some time to R information, shopping, local TV programmes on current programmes. I can understand programmes and films without get familiar with the accent. S area, employment). I can catch affairs or topics of personal or the majority of films in standard too much effort. T the main point in short, clear, professional interest when the dialect. simple messages and delivery is relatively slow and A N Reading I can understand familiar I can read very short, simple I can understand texts that I can read articles and reports I can understand long and I can read with ease virtually all D names, words and very simple texts. I can find specific, consist mainly of high frequency concerned with contemporary complex factual and literary forms of the written language, sentences, for example on predictable information in everyday or job-related problems in which the writers texts, appreciating distinctions including abstract, structurally I notices and posters or in simple everyday material such language. I can understand the adopt particular attitudes or of style. I can understand or linguistically complex texts N catalogues. as advertisements, description of events, feelings viewpoints. I can understand specialised articles and longer such as manuals, specialised G prospectuses, menus and and wishes in personal letters. contemporary literary prose. technical instructions, even articles and literary works. timetables and I can understand when they do not relate to my short simple personal letters. field.

Spoken I can interact in a simple way I can communicate in simple I can deal with most situations I can interact with a degree of I can express myself fluently I can take part effortlessly in Interaction provided the other person is and routine tasks requiring a likely to arise whilst travelling in fluency and spontaneity that and spontaneously without any conversation or discussion prepared to repeat or rephrase simple and direct exchange of an area where the language is makes regular interaction with much obvious searching for and have a good familiarity with things at a slower rate of information on familiar topics spoken. I can enter unprepared native speakers quite possible. I expressions. I can use language idiomatic express-ions and speech and help me formulate and activities. I can handle very into conversation on topics that can take an active part in flexibly and effectively for social colloquialisms. I can express S what I'm trying to say. I can ask short social exchanges, even are familiar, of personal interest discussion in familiar contexts, and professional purposes. I can myself fluently and convey finer P and answer simple questions in though I can't usually or pertinent to everyday life accounting for and sustaining formulate ideas and opinions shades of meaning precisely. If I E areas of immediate need or on understand enough to keep the (e.g. family, hobbies, work, my views. with precision and relate my do have a problem I can A very familiar topics. conversation going myself. travel and current events). contribution skilfully to those of backtrack and restructure K other speakers. around the difficulty so I Spoken I can use simple phrases and I can use a series of phrases I can connect phrases in a I can present clear, detailed I can present clear, detailed I can present a clear, smoothly- N Production sentences to describe where I and sentences to describe in simple way in order to describe descriptions on a wide range of descriptions of complex flowing description or argument live and people I know. simple terms my family and experiences and events, my subjects related to my field of subjects integrating sub- in a style appropriate to the G other people, living conditions, dreams, hopes and ambitions. I interest. I can explain a themes, developing particular context and with an effective my educational background and can briefly give reasons and viewpoint on a topical issue points and rounding off with an logical structure which helps the my present or most recent job. explanations for opinions and giving the advantages and appropriate conclusion. recipient to notice and plans. I can narrate a story or disadvantages of various remember significant points. relate the plot of a book or film options. and describe my reactions. Writing I can write a short, simple I can write short, simple notes I can write simple connected I can write clear, detailed text I can express myself in clear, I can write clear, smoothly- W postcard, for example sending and messages. I can write a text on topics which are familiar on a wide range of subjects well-structured text, expressing flowing text in an appropriate holiday greetings. I can fill in very simple personal letter, for or of personal interest. I can related to my interests. I can points of view at some length. I style. I can write complex R forms with personal details, for example thanking someone for write personal letters describing write an essay or report, can write about complex letters, reports or articles which I example entering my name, something. experiences and impressions. passing on information or giving subjects in a letter, an essay or present a case with an effective T nationality and address on a reasons in support of or against a report, underlining what I logical structure which helps the I hotel registration form. a particular point of view. I can consider to be the salient recipient to notice and write letters highlighting the issues. I can select a style remember significant points. I N personal significance of events appropriate to the reader in can write summaries and G and experiences. mind. reviews of professional or literary works.