Knowledge of English resume. Knowledge of foreign languages ​​on your resume

English language levels are, in fact, a system that allows you to assess how well a person speaks the language, that is, the very result of learning. There are several classifications, they can be systematized according to:

The Russian simple version has only three levels of knowledge. This:

• elementary
• average
• high

However, such a classification is rather amateurish, and it is not suitable for professionals, job seekers. The employer, reviewing all kinds of resumes, seeks to identify not only theoretical knowledge, but also the practical degree of training. Therefore, the applicant usually indicates the following levels:

1. Using a dictionary
2. Speaking skills
3. Intermediate
4. Fluent

• Basic knowledge of Business English— basic knowledge of business English

International system for determining levels of knowledge

The international version is more complicated, in it large quantity levels, due to the additional division of intermediate and higher degrees of English proficiency. For convenience, each category is designated by a letter with a numerical index.
English proficiency scale So, below is the table Common European Framework of Reference — CEFR(Common European Framework of Reference)

Language level			Competencies
A 1	Beginner	Elementary	Knowledge of simple basics of the language: alphabet key rules and phrases initial basic dictionary
A 2	Elementary	Elementary	Vocabulary and knowledge of basic grammar sufficient to construct simple phrases and sentences. Ability to write letters and talk on the telephone
B 1	Lower Intermediate	Lower middle	Ability to read and translate simple texts Clear and understandable speech Knowledge of basic grammar rules
B 2	Upper Intermediate	Above average	Understanding text on the fly and being able to discern its style Large vocabulary Ability to discuss with by different people with the fewest lexical errors Competent writing of formal and informal letters and reviews on various topics
C 1	Advanced 1	Great	“Fluent”, almost error-free speech with correct intonation and use of any conversational style Ability to write texts expressing emotions, as well as complex narrative texts (research, essays, articles, essays, etc.)
C 2	Advanced 2 (Upper Advanced)	In excellence	Everything is the same, but added: Your complete confidence and knowledge of absolutely all unknown “spots” of English grammar You are able to speak, read and write like a native speaker

Using this table, you can determine which category you will be trained in. For example, in order to get a job in some Call Center, you only need to reach level A 2 - elementary. But for you to teach someone English, A 2 is clearly insufficient: for the right to teach, the minimum category is B 2 (above average).

Professional language classification scale

However, more often, when writing a resume according to international standards, the following professional classification is used, in which the elementary level serves as the initial level, and there are actually three “near-intermediate” levels. Other scales use a 7-level division (in this case, the initial level is without a category).

In the following table we will take a closer look at exactly Intermediate(average)

Language level		Corresponding effect CEFR	Competencies
(Beginner) Elementary	(Elementary) Elementary	--- A 1	Same as in Beginner CEFR Same as in Elementary CEFR
Pre-intermediate	Below average (pre-average)	A 2	Same as in Lower Intermediate CEFR
Intermediate	Average	B 1	The ability to holistically perceive a text by ear and identify context from non-standard text The ability to distinguish between native and non-native languages, official and unofficial speech Conducting free dialogues in which: clear, clear pronunciation emotions are expressed expresses one's opinion and learns others' Ability to write sufficiently competently, namely: be able to fill out various documents (forms, resumes, etc.) write postcards, letters, comments freely express your thoughts and attitudes
Upper-Intermediate	Above average	B 2	Same as in Upper Intermediate CEFR
Advanced	Great	C 1	Same as in Advanced 1 CEFR
Proficiency	Ownership in practice	C 2	The same as in Advanced 2 CEFR, with the difference that knowledge is improved not with the help of textbooks, but in practice, mainly among native speakers.

As you can see, the concept of “level” is quite subjective: for some, beginner or elementary is enough for training on an amateur scale, but for professionals Advanced may seem insufficient.
Level Proficiency is considered the highest, it is the most valuable and allows a highly qualified specialist to get a well-paid job abroad, and a student to get an education at a prestigious university or college.
In our native “penates” the average (Intermediate) is quite sufficient in order to:

• understand language and communicate
• watch films and read texts in English
• conduct formal and informal correspondence

Testing your English level

How to determine what level of knowledge you are at? There are many tests, here is one of them
Testing your level of English How to climb a little higher on this ladder? Only through training!

This is a topic without borders. Visit our English Courses and Books and Textbooks sections and choose your favorite technique.

Levels of English proficiency according to the European scale

It's no secret that American and British English are somewhat different, and international classification V to a greater extent focuses on the American version, since most foreigners study this, easier, option. However, American English is foreign to Europeans. Therefore, the European English Language Framework was created.
European Framework of Reference for English Languages

1. A1 Level of survival (Breakthrough). Complies with the International Scale Beginner levels,Elementary. At this level you understand slow, clear English and can speak using familiar expressions and very simple phrases for everyday communication: in a hotel, cafe, shop, on the street. You can read and translate simple texts, write simple letters and greetings, and fill out forms.
2. A2 Pre-threshold level (Waystage). Compliant international level Pre-Intermediate. At this level you can talk about your family, your profession, personal hobbies and preferences in cuisine, music, and sports. Your knowledge allows you to understand announcements at the airport, advertising texts, store texts, inscriptions on products, postcards. You know how to conduct business correspondence, and you can also freely read and retell simple texts.
3. B1 Threshold level. On the international scale it corresponds to the Intermediate level. You can already understand what is being said in radio and television programs. You know how to express your own opinion, you can justify your views, conduct business correspondence of average complexity, retell the content of what you read or saw, read adapted literature in English.
4. B2 Threshold advanced level (Vantage). According to the international scale - Upper-Intermediate. You are fluent in spoken language in any situation and can communicate with a native speaker without preparation. You know how to speak clearly and in detail on a wide range of issues, convey your point of view, giving weighty arguments for and against. You can read unadapted literature in English, as well as retell the content of complex texts.
5. C1 Level of professional proficiency (Effective Operational Proficiency). Complies with international Advanced level. Now you understand various complex texts and can identify the subtext in them, you can express your thoughts fluently without preparation. Your speech is rich in linguistic means and the accuracy of their use in a variety of situations of everyday or professional communication. You can express yourself clearly, logically, and in detail on complex topics.
6. C2 Level of mastery. According to the international scale - Proficiency. At this level, you can freely perceive any oral or written language, you can summarize information received from different sources and present it in the form of a coherent and clearly reasoned message. You know how to fluently express your thoughts on complex issues, conveying the subtlest shades of meaning.

Strive for perfection!

(((Exams What does this mean - speak a foreign language? Each person has their own idea about this: some are content with a level that allows them to travel around Europe without hindrance, while for others it is not enough to read Shakespeare in the original. Subjective criteria in this matter vary greatly - from knowledge of the necessary phrases to an intuitive sense of the language (which is sometimes lacking even for those who have spoken it since childhood). However, we learn a foreign language for a certain purpose - moving to another country, studying at a foreign university, the need to speak English for work.
Needless to say, “just like that”, the language itself will never be learned. Accordingly, no one can do without external criteria, that is, those parameters by which language knowledge will be tested in practice. Therefore, below we will look at the gradation of proficiency levels in the most common foreign language - English - according to the CEFR scale developed by the Council of Europe, compare it with the results of popular exams (IELTS / TOEFL / Cambridge / PTE) and give some tips for gradually mastering the language from elementary to higher levels.

Comparison table of levels and exam scores

How can you find out your level yourself?

Today, the level of English language proficiency can be determined even without leaving home, thanks to numerous online tests. Below is a selection of several such tests. It should be borne in mind that such tests will not allow an absolutely accurate reflection of the level of language proficiency, since the resources on which they are posted are most often associated with language schools that have paid or offline resources to accurately assess the level. Therefore, even after receiving a result on the CEFR scale, you should take into account the possible errors of online tests. In addition, some tests, due to their content, cannot objectively assess knowledge of the language at an advanced level (C1–C2).
Some of the tests below require registration before testing, but there are many tests on the Internet that allow you to get the result only after registering on the site or contacting the language school, which is very annoying and leads to additional time expenditure, so such tests are included in the tables not taken into account.

Complex tests

Tests of this kind include tasks in various areas of language knowledge: listening (listening), text comprehension (reading), grammar (grammar) and knowledge of the dictionary (vocabulary). Comprehensive online tests do not include only one important parameter - speaking. Such tests can be considered the most objective.

Resource	Questions	Time	Level	Answers	Grade	Timer	Registration	Listening	Reading
	42	50 min	A2–C2	4-5 var.	9.7	+	+	+	+
	50	20 minutes.	B1–C2	5 var.	7.4	-	+	+	+
	50	20 minutes.	A2–C1	3–4 var.	7.4	-	+	+	+
	140	70 min.	A1–C1	4 var.	7.2	-	-	+	+
	30	20 minutes.	A2–C1	4 var.	7.0	-	-	+	-
	40	15 minutes.	A1–B2	4 var.	7.0	-	+	+	-
	50	20 minutes.	A2–C1	4 var.	6.8	-	-	-	+
	20	15 minutes.	A2–C2	4 var.	6.5	+	-	+	-
	60	30 min.	A2–C1	4 var.	6.5	+	+	-	+
	40	15 minutes.	A1–B2	3–4 var.	6.2	-	-	+	+

Vocabulary and grammar tests

A good option for those who want to quickly determine their approximate level of language proficiency. The level of knowledge of grammar will allow you to quickly navigate your level, because good knowledge in this area constitutes an important “skeleton” on which you can successfully build up other language knowledge.

Resource	Time	Questions	Level	Answers	Grammar	Verbs	Dictionary	Grade
	35 min.	83	A2–C2	6 var.	9	8	7	8.0
	25 min.	40	A1–B2	Writing	7	8	7	7.3
	10 min.	10	B2–C1	4 var.	8	6	6	6.7
	35 min.	68	A2–B2	4 var	7	7	6	6.7
	10 min.	25	A1–B2	4 var.	7	8	5	6.7
	20 minutes.	50	A1–B2	4 var.	7	6	6	6.3
	20 minutes.	50	A1–B2	4 var.	7	6	6	6.3
	20 minutes.	40	A1–B2	4 var.	7	6	6	6.3
	20 minutes.	50	A1–B2	4 var.	6	7	6	6.3
	15 minutes.	40	A1–B2	4 var.	8	5	5	6.0
	15 minutes.	40	A1–B1	3 var.	6	6	5	5.7
	10 min.	25	A1–B1	3 var.	6	3	4	4.3

The rating is based on a ten-point scale based on five main criteria:

• Grammar - how deeply knowledge of English grammar is tested, including knowledge of tenses, conditional sentences, subordinate clauses, tense agreement, passive voice.
• Verbs - it is separately assessed how thoroughly the test tests knowledge of English verbs: irregular, modal, phrasal. The same parameter includes the presence in the test of tasks on knowledge of the use of prepositions with verbs, infinitives and gerunds.
• Vocabulary - assessment of the diversity of testing vocabulary, as well as the availability of tasks for its use.
• Listening - if the test contains this part, then the level of its complexity, the speed of listening, the presence of different voice tones, artificial interference, accents, etc. are assessed.
• Reading - assessment of tasks for perception and understanding of the text, if any in the test. The complexity of texts is primarily assessed.

The number of tasks in a particular section, the component of language knowledge and the complexity of the tasks play a big role.

Why is it important to know your language level?

• To correctly determine your goals, only knowing your level of foreign language proficiency can you adequately assess your capabilities, as well as determine short-term and long-term goals, which will allow you to choose the right training program and find a competent mentor.
• The need to indicate when applying for a job - many modern companies ask applicants to indicate in their resume their level of foreign language proficiency, confirmed by an appropriate certificate. To get a good position in an international company, you need to know the language at a high level.
• To study abroad, it is impossible to enter a prestigious college or university without good knowledge of a foreign language. And again, members admissions committee confirmation is required - a language certificate.

Foreign language in practice: what is important?

The first thing you need to know: the level of language proficiency is only checked in practice. It is almost impossible to independently determine real language skills, even with the help of Internet tests, since they only determine knowledge of grammar and a very limited vocabulary. Therefore, you should not rely too much on such results, since in reality everything will be completely different.

When determining the level of proficiency in any foreign language, including English, experts pay attention to 4 basic skills: listening, reading, speech And letter. It is these skills that are usually tested on various international tests. Obviously, online tests will help assess only the first two criteria, although in practice it is much more important to be able to express yourself in speech and writing.
The difficulty of independently determining the level of a foreign language lies not only in the fact that it is difficult to evaluate yourself, but also in the fact that the second language as a whole rarely remains at any particular level. That is, you can be able to understand complex texts in a foreign language that correspond to an advanced level, but have great difficulty speaking independently. It turns out that, on the one hand, a person knows the language at a professional level, but on the other hand, his communication skills are almost undeveloped. How then can you determine your level of English? Professional linguists and experts define foreign language proficiency according to several levels that apply not only to English, but to most languages ​​of the world.

A0 - Zero level of English proficiency

IELTS	TOEFL	Cambridge	PTE
0	0	-	0

In truth, this level does not exist at all, but it is certainly worth mentioning, since 80% of self-critical beginners confidently attribute complete ignorance of the language to themselves. Attention: if a person knows how the word is translated dog or house, then this is already some level. Whatever the source of knowledge: two years of studying English at school, an English phrasebook once read, or two weeks of classes with a tutor 15 years ago - this knowledge remains in a person’s head forever. This is important because even a minimal base will serve as an excellent basis for subsequent study.
If we talk about zero level, this means complete ignorance English (this will be true if the person knows English as well as Filipino). In this case, you can enroll in English courses in your home country. In about 3 months, the language level will rise to spoken B1. If a person is still visually familiar with the English alphabet and knows what “Hello! How are you?” means, this indicates language proficiency at level A1.
start with lessons for absolute beginners, where you can master the alphabet, reading rules, key words for understanding simple English, learn 300 new words (this will take no more than two weeks).

A1 - initial level of English proficiency - Beginner

IELTS	TOEFL	Cambridge	PTE
2	15	-

This level is also called the "survival level". This means that once in one of the cities of England or America, a person, with the help of local residents, will be able to at least get to the Russian embassy. This level in no case can it be called conversational, since, of course, there will be no coherent conversation. But jokes aside, with this level you can go to language courses abroad.
Even minimal skills already allow you to at least convey some information to your interlocutor, albeit not without the help of gestures. Typically, this level is mastered by those who learned English a long time ago and without much pleasure. Of course, there are absolutely no practical skills, but there is knowledge deposited deep in memory that will serve as a good basis for further language learning.
The student speaks the language at level A1 if:

• answers basic questions: name, age, home country, profession;
• understands familiar phrases provided the narrator speaks slowly and clearly;
• understands some individual words in the English text.

How to move to the next level: learn the rules of reading and pronunciation, get acquainted with the rules of English grammar, learn about 300 new words.

A2 - basic level of English proficiency - Elementary

IELTS	TOEFL	Cambridge	PTE
3.5	31	KET pass	30

If you can live with the initial level and not think about it, then the basic level Elementary presupposes some awareness or, at least, memory that “I once taught something similar.” Again, there is still a long way to go to the conversational level, but unlike A1, some kind of dialogue can already happen.
If we return to the hypothetical situation of staying in one of the cities of England, then the situation here is a little rosier: with a basic level you can not only get to the embassy, ​​but also communicate with a foreigner (for example, talk a little about your profession or place an order in a cafe).
In practice, A2 differs little from A1, and the main advantage of the first is rather greater self-confidence and a slightly richer vocabulary. However, communication capabilities are still limited, so level A2 is only suitable as a basis for study, since there is nowhere to apply it in practice.
The student speaks the language at level A2 if:

• talks about everyday topics: he can give directions or ask for directions, talk about himself and the things around him;
• understands the interlocutor’s speech in a dialogue, provided that he speaks clearly and on a familiar topic;
• can read and understand basic sentences ( I have..., You are..., He goes...);
• write a simple sentence in text form or fill out a form in English.

How to move to the next level: continue to study grammar, practice writing short texts, learn irregular verbs and their tense forms, practice speaking skills (you can do this via Skype or in conversation clubs), watch films and TV series in English with Russian subtitles, learn about 500 new words.

Very often, between the initial and conversational levels, an intermediate level is distinguished, which implies that a person can already use English to solve some vital tasks, but does not yet speak spoken English. If we compare it with the A0-C2 scale, then this level can be characterized as A2+ or B1-.
It can be defined as follows:

• partially falling under the characteristics of level B1, but lack of practice in some aspects (for example, writing) indicates knowledge of the language at level Pre-Intermediate;
• Completely falling under the description of level A2 and partially falling under level B1 (for example, speaking skills are more developed) indicates knowledge of the language at level Upper-Elementary.

How to get to the next level: pay attention to those skills that are missing to the next level, and work on them, based on the tips for moving to the next level in the paragraph on A2.

B1 - Intermediate level of English proficiency

IELTS	TOEFL	Cambridge	PTE
4	60	PET pass	43

When language competence goes beyond confused speech about the location of museums and restaurants, and English speech and the text becomes more and more understandable, these facts indicate that the student is at the first stage of spoken English. But in addition to conversation, this level also implies good reading skills of adapted texts, as well as an understanding of basic English grammar. Statistically, the majority of tourists know the language at this level, which allows them to easily communicate with their interlocutor on everyday topics. Typically, modern graduates graduate from school with at least a B1 level (with a maximum of B2). However, before freehold The language still needs a lot of work.
The student speaks the language at level B1 if:

• confidently carries on a conversation on any everyday topic with good pronunciation, although still with some hesitations and errors;
• understands the interlocutor, and also partially grasps the meaning of a complex speech (lecture) or conversation between English speakers (film);
• reads adapted to average level literature with a dictionary and understands the meaning of simple texts;
• can compose a short essay about himself or the world around him, using common semantic structures and words.

How to move to the next level: master advanced vocabulary and grammar, practice more written English (a tutor or websites for self-learning English will help with this, for example Polyglotclub ), it is necessary to communicate more in English with native speakers or advanced users, regularly monitor English-language sources of information (news publications, entertainment articles, interest sites), watch films and TV series with English subtitles(at first this may seem quite difficult, but over time it will bear fruit). It is equally important to expand your vocabulary, so you should learn at least 1000 new words.

B2 - Higher intermediate level - Upper-Intermediate

IELTS	TOEFL	Cambridge	PTE
6	90	FCE grade C	59

If a student has good conversational skills (above average level), can maintain a detailed conversation with a foreigner, understands speech by ear, watches English-language films and TV series without translation or subtitles, this means that he speaks a foreign language at level B2. It should be noted that people who are completely unfamiliar with the English language are sure that a real foreigner is standing in front of them. However, don't be fooled. Upper-Intermediate- this is truly a great achievement, but even this is sometimes not enough for professional activity. Another disadvantage is the fact that it will be much more difficult to move higher on your own. However, for admission to a foreign university with average requirements for applicants, this level is quite enough, so you don’t have to worry and feel free to sign up for the TOEFL or IELTS exams.
The student speaks the language at level B2 if:

• speaks measuredly on almost any topic, expresses own attitude or describes his thoughts in detail (however, at this level some errors in verb conjugation, tenses and the use of complex words are still permissible);
• understands oral speech on everyday topics and about 80% of complex speech (lectures, films, interviews);
• understands well the meaning of informational texts in English, draws information from English-language resources without significant loss of meaning (it is permissible to use a dictionary to read texts on an unfamiliar topic);
• expresses his thoughts in writing in a reasoned manner, using common constructions (albeit with minor errors).

How to move to the next level: learn advanced English grammar, practice writing texts in different styles(formal, academic, professional), accustom yourself to get most of your information from English-language sources (for example, read news only in English for several weeks), learn phrasal verbs, listen to lectures and watch educational films in English, expand your vocabulary (it is advisable to learn 600 new words

C1 - advanced level of English proficiency - Advanced

IELTS	TOEFL	Cambridge	PTE
7.5	100	CAE grade C	76

Perhaps, the difference between an advanced level and a higher intermediate level can only be understood by a professional or an anglophone and, of course, the speaker himself, but only if he has a so-called “sense of language”: when, when speaking, it becomes clear that the words are used correctly, but the sentence can be constructed slightly differently , choosing more elegant words or suitable terms. This is a sign that the problem of knowledge of the language has slowly spilled over into the problem of its competent use, which, in turn, indicates an extremely high level of knowledge of English as a foreign language. Of course, there is no question of any misunderstanding of the language. A student with level C1 perfectly perceives information by ear and is able to express his thoughts on paper. The only thing that he is not quite capable of yet is Shakespeare and Nabokov’s “Lolita” in the original without a dictionary. This level is recommended for employment in a foreign company; it opens doors to almost all foreign universities (including top ones - Yale University, University College London,).
The student speaks the language at level C1 if:

• speaks without problems on any topic, expresses shades of emotions and relationships in language;
• understands any spoken language;
• fluently reads texts in English, both informational (articles, newspapers, interviews) and scientific (articles in scientific journals, textbooks, works of philosophers, journalists, critics), occasionally encountering unfamiliar words;
• knows how to write appeals to employers, motivation letters, clearly understands the difference between a formal writing style and an informal one.

How to move to the next level: continue working with complex texts in English, read works of art American and British authors in the original, listen to professional lectures on the topic of English literature, become familiar with idioms and figures of speech in English, communicate as much as possible with native speakers.

C2 - professional level of proficiency - Proficient

IELTS	TOEFL	Cambridge	PTE
8.5	118	CPE grade C	85

The highest level in the gradation of English language levels is level C2. It should be noted that this is still a step, not a final stop. In essence, level C2 corresponds to excellent knowledge of English as a foreign language, its competent use for any professional and everyday situation, and the ability to read fiction and professional literature in English fluently (or almost fluently). However, knowing English at C2 level does not mean knowing it, as they like to say, in excellence.
Any linguist or philologist will confirm that mastering a language perfectly is the lot of very few, and these few usually become brilliant writers or wordsmiths. But if we take the most obvious example, say, an educated Londoner, then this also goes beyond the C2 level (usually those who speak English from childhood are called native speakers, and, of course, this is not included in the gradation of knowledge of English as a foreign language).
You should always remember that there is no limit to perfection, although language proficiency at the C2 level is an excellent result that few achieve. With a similar level, you can enroll in any postgraduate program, publish works in English, conduct conferences and lectures, i.e. for almost any professional activity this level will be more than enough.
The student speaks the language at level C2 if:
How to improve your English: Spend several years in an English-speaking country, for example at university or on an internship. And, of course, read.

What should you know about learning foreign languages?

Independent study of a foreign language is quite possible, but this undertaking requires a lot of effort, time, as well as such qualities as perseverance, diligence and determination from the student. At first, classes seem interesting, but the lack of a clear program, correctly set goals, time frames and a teacher who controls the learning process and motivates the student leads to another breakdown and a lack of desire to continue learning the language.
That is why it is advisable to learn a new language together with a teacher in individual or group lessons. When the basic material has been completed, you can go abroad to improve your communication skills and increase your vocabulary. Without studying in a country where the language being studied is the main one, it is impossible to master it perfectly, even if you study using the most advanced textbooks.
The point is that he's alive modern language changes daily, and special educational publications simply do not have time to track these metamorphoses. We are talking about modern slang, foreign borrowings, a variety of dialects, etc., which change the language every day. It is possible to know English at a native level, but for this it is necessary to be in an appropriate language environment, where the student will have to join a foreign-language society and keep abreast of news that is covered in the press or on the Internet.

How long will it take to learn a foreign language?

The answer to this question depends on several factors: the student’s goals, his perseverance and diligence, as well as his ability to pay. It is quite logical that you can learn a foreign language faster only with the help of a qualified teacher (perhaps even a native speaker). This is a real investment in the future, which will definitely pay off, but will also require quite a lot of capital investment.
The faster a student wants to learn a foreign language, the more he will have to pay. Theoretically, it can take about 2.5 - 3 years to complete all levels (without living abroad), for this you will have to attend special courses several times a week. If you study on your own, it will take much longer to learn the language. When studying abroad, a student gains the same amount of knowledge much faster.

There are no miracles!

Beginners in learning a foreign language should clearly understand that the learning process requires a lot of time from the student, as well as certain efforts on oneself, since there will always be a reason to reschedule a lesson or postpone completion homework for later. Training is a colossal work! Therefore, it is impossible to learn a language in a month using a new “unique author’s technique” or the 25th frame. There are no miracles! Only working on mistakes and consistent analysis of new material will help you reach the desired level.

Time spent on leveling up

The table shows the number of weeks of intensive English to improve your language level in Kaplan International schools

The level of English for a resume is of particular importance, since for many vacancies the correctly indicated language level has a significant impact on the positive outcome of the interview.

In order to indicate the correct language level for your resume, refer to the text of the vacancy. Since the word fluency and fluent English appear more often in such texts, it is better to write fluent. The names Upper-Intermediate or, for example, A2 are also possible.

In any case, do not try to overestimate the actual level of your language, it is easy to check by asking a couple of questions, and if the employer has doubts about the reliability of your level of language proficiency, he can rightfully doubt the rest of your resume.

How to correctly determine your level of English for a resume? According to the European system for determining language level, there are six levels of English language proficiency.

The first level A1 (Beginner) assumes that the speaker understands and can use in speech familiar phrases and expressions necessary to perform specific tasks. Also, a person with level A1 can participate in a simple conversation if the interlocutor speaks English slowly.

Further, level A2 (Elementary) means that the speaker’s level of English allows him to understand individual sentences and frequently encountered expressions related to the main areas of life. Moreover, level A2 means that the speaker can talk about himself, his family and friends, describe the main aspects of everyday life, i.e. already at this level you can write a simple resume in English.

If you are a happy owner of level B1 (Intermediate), you can understand clear messages made in literary language in different topics, typically arising at work (for example, writing a resume), studying, etc. You also know how to communicate in most situations that may arise while in the target language country.

If your level is B2 (Upper - Intermediate), you understand the general content of complex texts on abstract and concrete topics, including highly specialized texts. At this stage, you can translate your resume into professional English yourself. You can also speak quickly and spontaneously enough to constantly communicate with native speakers without much difficulty for either party.

If your level is C1 (Advanced) and higher, then you understand voluminous, complex texts on various topics, recognizing hidden meaning. You also speak spontaneously fast pace, without experiencing difficulties with the selection of words and expressions. Communication on scientific and professional topics is also not difficult.

If you are still not sure what level your knowledge of the English language corresponds to, you can take an English language proficiency test. For example, a free test on the English -and -Skype website. It will allow you to easily and quickly determine not only your level of English for a resume, but also weak points in your grammar.

If you have a certificate confirming your level of English, feel free to write about it in your resume. Write the name of the certificate and the rating in brackets, but you may have to explain at the interview what kind of certificate it is if you are applying for a job in a Russian company.

If you are just thinking about getting a certificate and are deciding which exam to take, then it all depends on your goals. If your language level is defined as B1-B2, and your work requires close professional communication with foreigners, you can safely prepare to take the BEC Vantage (Business English certificate) exam, which is recognized by employers all over the world. This valuable document provides proof that you have good knowledge of business English, so it will be a highlight of your CV.

Moreover, if your level is below B1, but your plans are for long-term cooperation with foreign clients, you can also take the BEC (Business English Certificate) exam, but not BEC Vantage, more suitable for levels B1-B2, but BEC Preliminary, designed for levels A2-B1.

If your level of English is at level A2-B1 and you would like to further develop in a professional environment, as well as highlight your successes on your resume, you can take the FCE exam (First Certificate in English), which confirms your language skills and the level of your English according to the International English Language Level Scale.

Another exam that confirms your level of English is IELTS, which tests your knowledge of British English. Listing IELTS on your CV will give you an edge over other candidates for the desired position.

If your professional aspirations lie in the field of American English, then the TOEFL American English exam will allow you not only to show the actual level of your language, but will also be useful when applying to MBA programs abroad, and will perfectly complement your resume.

Another worthy decoration for your resume will be TOEIC® (Test of English for International Communication TM). TOEIC® is a standardized exam to test the English language skills of non-native speakers working in international organizations.

The level of language proficiency is determined in a point system; the table below shows the points for each level according to the European English language system.

A summary table of English language levels, as well as all of the above exams, will help you indicate the most accurate level of your English in your resume, and successfully pass all stages of the interview. In the case of TOEIC and IELTS, the scores obtained in the exam are indicated

and their relevance to different levels of English proficiency and other examinations.

An important point when looking for a job is a resume or CV (curriculum vitae) a short form of presentation of the basic personal and professional data of the applicant. This type of self-presentation has already become quite firmly entrenched in the Russian labor market, but, unfortunately, a well-written resume is still a rarity.

When writing a resume, you must remember that your success in finding a job largely depends on how you present your professional experience in it. Resume is the document from which the employer receives the first information about the applicant for a vacancy and forms his opinion about him. Familiarization with a CV takes on average 2-3 minutes, so the information contained in it should be presented in such a way as to immediately attract attention. The resume should be printed on page 1, in a clear, easy-to-read font, preferably on a computer, but in no case handwritten. It is important to take into account that the employer will receive your resume by fax, and fax machines significantly degrade print quality, so the font should be at least 11.

A resume in English (or any other) language is prepared only if you are applying for a vacancy in a foreign company. You should send your resume to a Russian company or recruitment agency in Russian, because...

An exception may be the resumes of specialists who are fluent in a foreign language, or for whom knowledge of the language is one of the selection criteria (believe me, a driver’s resume in English looks, at least, funny). But even in this case, it is better to duplicate the resume: one in Russian, one in English. This way, you can simultaneously demonstrate your knowledge of the language and respect for the person to whom your resume will reach.

Now let's take a closer look at the points that should be contained in a resume.

Personal data. Full name, age (preferably date of birth), Family status, address and telephone.

Target. This paragraph usually states the vacancy for which the applicant is applying.

Education consists of two sections: basic (secondary, specialized secondary, higher, 2nd higher) and additional (internship courses, trainings, seminars, etc.). In both cases you must specify the name educational institution, faculty, diploma specialty (if we are talking about courses, then the specialization or name of the course is indicated).

experience. This contains information about previous jobs. It is more convenient for an employer or employee of a recruitment agency if they are arranged in descending order, i.e. starting from the last one. You indicate the month and year of employment and the month and year of dismissal, the name of the company, the field of activity of the organization and your position. Special attention Please note the area of ​​activity of the company in which you worked. It is not enough to write “production” or “trade”. Be sure to disclose exactly what the company traded and what exactly the company produced. Don't use these general concepts

, as “food” or “consumer goods”, try to specify as precisely as possible the group of goods or services with which you worked, because very often such narrow specificity is of fundamental importance for the employer. Professional skills include a list of the knowledge and skills that you acquired in the course of your professional activities. This point is essential for those specialists who built their careers in one direction and specialized in one area. If your work experience in

different organizations. You indicate all foreign languages ​​and the degree to which you speak them. Adhere to the following formulations: “perfectly” knowledge of the language at the native level, proficiency in simultaneous interpretation “fluent” proficiency consecutive translation, the ability to communicate fluently in a foreign language on any topic. “good” the ability to correctly express one’s thoughts in a foreign language, as well as understand the interlocutor. "colloquial" communication in household level, the ability to understand simple speech, convey known information to the interlocutor. “basic” knowledge of the elementary fundamentals of the language, communication at the level of “How are you?”, “Today good weather

", the ability to understand simple text. Computer skills

contains information about your PC skills (user, advanced user, operator, programmer), as well as programs, environments, languages, databases with which you have worked. Additional Information

. Here you provide the information that you consider necessary to convey to the employer: availability of a driver’s license, personal car, international passport, possibility of business trips. Here you can also include interests and hobbies and personal qualities; it is also permissible to highlight them in a separate paragraph.

A properly written resume should look something like this:

GORINA SVETLANA IGOREVNA

Personal details: Date of birth: April 28, 1970 Marital status: married, son born in 1994 Address and telephone: Moscow, st. Pechatnaya, 35, apt. 98, tel. 765-09-78

Goal: Applying for the position of secretary-assistant

Basic education: 1988-1993 Moscow State University, Faculty of Philology. Specialty: philologist, teacher of Russian and English languages.

Additional education 1995 (40 hours) Computer courses 1993 (2 months) City training center Specialty: secretary-typist

Experience: 02.1997 - present CB "Alliance" (banking) Secretary-referent to the Chairman of the Board 1995 - 1997 OJSC "Turtrans" (tour company) Secretary-assistant, deputy.

General Director

1994 -1995 LLP "Lavalier" (exclusive furniture trade) Secretary-assistant

1993 - 1994 LLP "Bateks" (trade and service of refrigeration equipment) Secretary

Computer: Windows User" 95, Excel, Word, PowerPoint, Corel Draw, QuarkXpress.

Foreign languages: English - fluent. German is spoken.

Additional information: Availability driver's license category B. Having a foreign passport.

The article was prepared on the basis of the monograph “Common European Competencies in Foreign Languages: Learning, Teaching, Assessment”, the Russian translation of which was published by the Moscow State Linguistic University (http://www.linguanet.ru/) in 2003.

Common European Framework of Reference for Languages: Learning, teaching, assessment

The Council of Europe document entitled “Common European Framework of Reference: Learning, Teaching, Assessment” reflects the result of the work of experts from the Council of Europe countries, including representatives of Russia, on systematizing approaches to teaching a foreign language and standardizing assessments of language proficiency levels. “Competencies” clearly define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.

What is the main content of this project, carried out within the framework of the Council of Europe? The participants in this project attempted to create a standard terminology, a system of units, or a commonly understood language to describe what constitutes a subject matter of study, as well as to describe the levels of language proficiency, regardless of what language is studied, in what educational context - what country, institute, school , in courses, or privately, and what techniques are used. As a result, it was developed a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a single network of concepts that can be used to describe in standard language any certification system, and, consequently, any training program, starting from setting tasks - training goals and ending with the competencies achieved as a result of training.

Language proficiency level system

During development European system levels, extensive research was carried out in different countries, assessment methods were tested in practice. As a result, we came to an agreement on the number of levels allocated for organizing the process of learning a language and assessing the degree of language proficiency. There are 6 major levels, which represent lower and higher sublevels in the classic three-level system, including basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins by dividing the level system into three large levels - A, B and C:

The introduction of a pan-European system of language proficiency levels does not limit the ability of various teaching teams to develop and describe their own system of levels and training modules. However, the use of standard categories when describing their own programs helps ensure the transparency of courses, and the development of objective criteria for assessing the level of language proficiency will ensure that the qualifications obtained by students in exams are recognized. It can also be expected that the leveling system and the wording of the descriptors will change over time as experience is gained in the participating countries.

The language proficiency levels are summarized in the following table:

Table 1

Elementary possession	A1	I understand and can use familiar phrases and expressions necessary to perform specific tasks. I can introduce myself / introduce others, ask / answer questions about my place of residence, acquaintances, property. I can participate in a simple conversation if the other person speaks slowly and clearly and is willing to help.
	A2	I understand individual sentences and frequently occurring expressions related to basic areas of life (for example, basic information about myself and my family members, purchases, getting a job, etc.). I can perform tasks related to simple exchange of information on familiar or everyday topics. In simple terms I can tell about myself, my family and friends, and describe the main aspects of everyday life.
Self-ownership		I understand the main ideas of clear messages made in literary language on various topics that typically arise at work, school, leisure, etc. I can communicate in most situations that may arise during a stay in the country of the language being studied. I can compose a coherent message on topics that are known or of particular interest to me. I can describe impressions, events, hopes, aspirations, express and justify my opinions and plans for the future.
		I understand the general content of complex texts on abstract and concrete topics, including highly specialized texts. I speak quickly and spontaneously enough to constantly communicate with native speakers without too much difficulty for either party. I am able to give clear, detailed messages on various topics and present my view on the main issue, showing the advantages and disadvantages of different opinions.
Fluency		I understand large, complex texts on various topics and recognize hidden meanings. I speak spontaneously at a fast pace, without having difficulty finding words and expressions. I use language flexibly and effectively to communicate in scientific and professional activities. I can create an accurate, detailed, well-structured message on complex topics, demonstrating mastery of text organization models, means of communication and the integration of its elements.
		I understand almost any oral or written message, I can compose a coherent text based on several oral and written sources. I speak spontaneously with a high tempo and a high degree of precision, emphasizing nuances of meaning even in the most difficult cases.

When interpreting a level scale, it must be borne in mind that the divisions on such a scale are not identical. Even if the levels appear equidistant on the scale, achieving them requires different time. So, even if the “Waystage” level is located halfway to the “Threshold Level”, and “Threshold” is located on the level scale halfway to the “Threshold Advanced” (Vantage Level), experience with this scale shows that that it takes twice as long to progress from the Threshold to the Threshold Advanced level as it does to reach the Threshold level. This is explained by the fact that at higher levels the range of activities expands and an increasing amount of knowledge, skills and abilities are required.

More detailed description may be required to select specific learning objectives. It can be presented in the form of a separate table displaying the main aspects of language proficiency at six levels. For example, Table 2 is compiled as a self-assessment tool to identify your knowledge and skills in the following aspects:

table 2

A1 (Survival Level):

Understanding	Listening	I understand individual familiar words and very simple phrases in slow and clear speech in everyday communication situations when they talk about me, my family and immediate environment.
	Reading	I can understand familiar names, words, and very simple sentences in advertisements, posters, or catalogues.
Speaking	Dialogue	I can participate in a dialogue if my interlocutor, at my request, repeats his statement in slow motion or paraphrases it, and also helps to formulate what I am trying to say. I can ask and answer simple questions about topics that I know or that interest me.
	Monologue	I can use simple phrases and sentences to talk about the place where I live and the people I know.
Letter	Letter	I can write simple cards (for example, congratulations on a holiday), fill out forms, enter my last name, nationality, and address on the hotel registration sheet.

A2 (Pre-threshold level):

Understanding	Listening	I understand individual phrases and the most common words in statements related to topics that are important to me (for example, basic information about myself and my family, about shopping, about where I live, about work). I understand what is being said in simple, clearly spoken, short messages and announcements.
	Reading	I understand very short simple texts. I can find specific, easily predictable information in simple texts of everyday communication: in advertisements, prospectuses, menus, schedules. I understand simple personal letters.
Speaking	Dialogue	I can communicate in simple, typical situations that require direct exchange of information within the framework of topics and activities familiar to me. I can hold extremely brief conversations on everyday topics, but I still don’t understand enough to carry on a conversation on my own.
	Monologue	I can, using simple phrases and sentences, talk about my family and other people, living conditions, studies, current or former work.
Letter	Letter	I can write simple short notes and messages. I can write a simple letter of a personal nature (for example, expressing my gratitude to someone for something).

B1 (Threshold level):

Understanding	Listening	I understand the main points of clearly spoken statements within the literary norm on topics known to me that I have to deal with at work, at school, on vacation, etc. I understand what is being said in most radio and television programs about current events, as well as programs related to my personal or professional interests. The speakers' speech should be clear and relatively slow.
	Reading	I understand texts based on frequency language material of everyday and professional communication. I understand descriptions of events, feelings, and intentions in personal letters.
Speaking	Dialogue	I can communicate in most situations that arise while staying in the country of the target language. I can participate without prior preparation in dialogues on a topic that is familiar/interesting to me (for example, “family”, “hobbies”, “work”, “travel”, “current events”).
	Monologue	I can construct simple coherent statements about my personal impressions, events, talk about my dreams, hopes and desires. I can briefly justify and explain my views and intentions. I can tell a story or outline the plot of a book or film and express my feelings about it.
Letter	Letter	I can write simple, coherent texts on topics that are familiar or of interest to me. I can write letters of a personal nature, telling them about my personal experiences and impressions.

B2 (Threshold Advanced Level):

Understanding	Listening	I understand detailed reports and lectures and even complex arguments contained in them, if the topics of these speeches are quite familiar to me. I understand almost all news and current affairs reports. I understand the content of most films if their characters speak literary language.
	Reading	I understand articles and communications on contemporary issues in which the authors take a particular position or express a particular point of view. I understand modern fiction.
Speaking	Dialogue	Without preparation, I can quite freely participate in dialogues with native speakers of the target language. I can accept Active participation in a discussion on a problem familiar to me, to justify and defend my point of view.
	Monologue	I can speak clearly and thoroughly on a wide range of issues that interest me. I can explain my point of view on a current issue, expressing all the pros and cons.
Letter	Letter	I can write clear, detailed messages on a wide range of issues that interest me. I can write essays or reports, highlighting issues or arguing a point of view for or against. I know how to write letters, highlighting those events and impressions that are especially important to me.

Understanding	Listening	I understand detailed messages, even if they have an unclear logical structure and insufficiently expressed semantic connections. I understand all television programs and films almost fluently.
	Reading	I understand large complex non-fiction and fiction texts, their stylistic features. I also understand special articles and large technical instructions, even if they do not relate to my field of activity.
Speaking	Dialogue	I can express my thoughts spontaneously and fluently, without having difficulty finding words. My speech is distinguished by the variety of linguistic means and the accuracy of their use in situations of professional and everyday communication. I can accurately formulate my thoughts and express my opinions, as well as actively support any conversation.
	Monologue	I am able to clearly and thoroughly present complex topics, combine component parts into a single whole, develop individual provisions and draw appropriate conclusions.
Letter	Letter	I can express my thoughts clearly and logically in writing and communicate my views in detail. I am able to present complex problems in detail in letters, essays, and reports, highlighting what seems to me the most important. I am able to use a language style appropriate to the intended recipient.

C2 (Proficiency level):

Understanding	Listening	I can freely understand any spoken language in direct or indirect communication. I can easily understand the speech of a native speaker speaking at a fast pace if I have the opportunity to get used to the individual characteristics of his pronunciation.
	Reading	I can freely understand all types of texts, including abstract, compositionally or linguistically complex texts: instructions, special articles and works of art.
Speaking	Dialogue	I can freely participate in any conversation or discussion and am proficient in a variety of idiomatic and colloquial expressions. I speak fluently and can express any shade of meaning. If I have difficulties in using language, I can quickly and unnoticed by others to paraphrase my statement.
	Monologue	I can express myself fluently, freely and reasonably, using appropriate linguistic means depending on the situation. I can logically construct my message in such a way as to attract the attention of listeners and help them note and remember the most important points.
Letter	Letter	I can logically and consistently express my thoughts in writing, using the necessary linguistic means. I can write complex letters, reports, reports or articles that have a clear logical structure that helps the recipient note and remember the most important points. I can write summaries and reviews of both professional work and fiction.

In practice, attention can be focused on a certain set of levels and a certain set of categories, depending on specific goals. This level of detail makes it possible to compare the training modules with each other and with the framework of common European competences.

Instead of identifying categories underlying language performance, it may be necessary to assess language behavior on the basis of specific aspects of communicative competence. For example, Table 3 is designed for speaking assessment, therefore, it is aimed at qualitatively different aspects of language use:

Table 3

A1 (Survival Level):

RANGE	He has a very limited vocabulary of words and phrases that are used to present information about himself and to describe specific particular situations.
ACCURACY	Limited control over the use of several simple grammatical and syntactic structures learned by heart.
FLUENCY	Can speak very briefly, utter individual statements, mainly composed of memorized units. Takes many pauses to search for an appropriate expression, pronounce less familiar words, and correct mistakes.
MUTUAL- ACTION	Can ask personal questions and talk about themselves. May respond in a basic way to the other person's speech, but overall communication depends on repetition, paraphrasing, and error correction.
CONNECTIVITY	Can connect words and groups of words using simple conjunctions that express a linear sequence, such as “and”, “then”.

A2 (Pre-threshold level):

RANGE	Uses elementary syntactic structures with memorized constructions, phrases and standard phrases to convey limited information in simple everyday situations.
ACCURACY	Uses some simple structures correctly, but still systematically makes basic mistakes.
FLUENCY	Can express ideas clearly in very short sentences, although pauses, self-corrections, and restatements of sentences are immediately noticeable.
MUTUAL- ACTION	Can answer questions and respond to simple statements. Can show when he/she is still following the other person's thoughts, but very rarely understands enough to carry on a conversation on their own.
CONNECTIVITY	Can connect groups of words using simple conjunctions such as “and”, “but”, “because”.

B1 (Threshold level):

RANGE	Has sufficient language skills to take part in a conversation; Vocabulary allows you to communicate with a certain amount of pauses and descriptive expressions on topics such as family, hobbies, interests, work, travel and current events.
ACCURACY	Quite accurately uses a set of constructions associated with familiar, regularly occurring situations.
FLUENCY	Can speak clearly, despite the fact that pauses for searching for grammatical and lexical means are noticeable, especially in statements of considerable length.
MUTUAL- ACTION	Can initiate, maintain and end one-on-one conversations when topics of discussion are familiar or individually relevant. Can repeat previous remarks, thereby demonstrating his understanding.
CONNECTIVITY	Can link several fairly short simple sentences into a linear text consisting of several paragraphs.

B2 (Threshold advanced level):

RANGE	Has sufficient vocabulary to describe something, express a point of view on general issues without explicitly searching for a suitable expression. Able to use some complex syntactic structures.
ACCURACY	Demonstrates a fairly high level of control over grammatical correctness. Does not make mistakes that could lead to misunderstandings and can correct most of his own mistakes.
FLUENCY	Can produce utterances of a certain duration at a fairly even pace. May show hesitation in the selection of expressions or linguistic structures, but there are few noticeably long pauses in speech.
MUTUAL- ACTION	Can start a conversation, enter into a conversation at the appropriate moment, and end a conversation, although sometimes these actions are characterized by a certain clumsiness. Can participate in a conversation on a familiar topic, confirming their understanding of what is being discussed, inviting others to participate, etc.
CONNECTIVITY	Can use a limited number of communication devices to connect individual statements into a single text. At the same time, in the conversation as a whole there are individual “jumps” from topic to topic.

C1 (Proficiency level):

RANGE	Masters a wide range of linguistic means, allowing him to express any of his thoughts clearly, freely and within the appropriate style. a large number of topics (general, professional, everyday), without limiting oneself in the choice of content of the statement.
ACCURACY	Maintains a high level of grammatical accuracy at all times; Errors are rare, almost unnoticeable and, when they occur, are corrected immediately.
FLUENCY	Capable of fluent, spontaneous utterances with virtually no effort. The smooth, natural flow of speech can only be slowed down in the case of a complex, unfamiliar topic of conversation.
MUTUAL- ACTION	Can select a suitable expression from a wide arsenal of means of discourse and use it at the beginning of his statement in order to get the floor, maintain the position of the speaker for himself, or skillfully connect his replica with the replicas of his interlocutors, continuing the discussion of the topic.
CONNECTIVITY	Can construct clear, uninterrupted, well-organized utterances that demonstrate confident command of organizational structures, functional parts of speech, and other means of coherence.

C2 (Proficiency level):

RANGE	Demonstrates flexibility by formulating thoughts using a variety of linguistic forms to accurately convey nuances of meaning, highlight meaning, and eliminate ambiguity. Also fluent in idiomatic and colloquial expressions.
ACCURACY	Carries out constant monitoring of the correctness of complex grammatical structures, even in cases where attention is directed to planning subsequent statements and the reaction of interlocutors.
FLUENCY	Capable of long-term spontaneous utterances in accordance with the principles of conversational speech; avoids or bypasses difficult places almost unnoticed by the interlocutor.
MUTUAL- ACTION	Communicates skillfully and easily, with virtually no difficulty, also understanding non-verbal and intonation signals. Can take an equal part in the conversation, without difficulty entering at the right moment, referring to previously discussed information or information that should generally be known to other participants, etc.
CONNECTIVITY	Able to construct coherent and organized speech, correctly and fully using a large number of different organizational structures, service units speech and other means of communication.

The level assessment tables discussed above are based on the bank "illustrative descriptors", developed and tested in practice, and subsequently graduated by levels during research project. The descriptor scales are based on a detailed category system to describe what it means to speak/use a language and who can be called a language speaker/user.

The description is based on activity approach. It establishes the relationship between language use and learning. Users and language learners are considered as subjects social activities , that is, members of society who decide tasks, (not necessarily language related) in certain conditions , in a certain situations , in a certain field of activity . Speech activity is carried out in a broader social context, which determines the true meaning of the statement. The activity approach allows taking into account the entire range of personal characteristics of a person as a subject of social activity, primarily cognitive, emotional and volitional resources. Thus, any form of language use and its studies can be described in the following terms:

• Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
• General competencies are not linguistic, they provide any activity, including communicative.
• Communicative language competencies allow you to carry out activities using linguistic means.
• Context- this is a spectrum of events and situational factors against the background of which communicative actions are carried out.
• Speech activity- This practical use communicative competence in a certain area of ​​communication in the process of perception and/or generation of oral and written texts, aimed at performing a specific communicative task.
• Types of communication activities involve the implementation of communicative competence in the process of semantic processing/creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
• Text - This is a coherent sequence of oral and/or written statements (discourse), the generation and understanding of which occurs in a specific area of ​​communication and is aimed at solving a specific problem.
• Under sphere of communication refers to a wide range of social life in which social interaction. In relation to language learning, educational, professional, social and personal spheres are distinguished here.
• Strategy is a course of action chosen by a person aimed at solving a problem.
• Task is a purposeful action necessary to obtain a specific result (solving a problem, fulfilling obligations or achieving a goal).

Multilingualism concept

The concept of multilingualism is central to the Council of Europe's approach to language learning. Multilingualism arises as a person’s linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages ​​of other peoples (learned at school, college or directly in the linguistic environment). A person “does not store” these languages ​​separately from each other, but forms communicative competence on the basis of all knowledge and all linguistic experience, where languages ​​are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely between languages ​​or dialects, demonstrating each's ability to express in one language and understand in another. A person can use knowledge of several languages ​​to understand text, written or spoken, in a language he did not previously know, recognizing words that have similar sounds and spellings in several languages ​​in a “new form.”

From this point of view, the purpose of language education changes. Now, perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop a linguistic repertoire in which all linguistic skills have a place. Recent changes to the Council of Europe's language program aim to develop a tool for language teachers to promote the development of multilingual personalities. In particular, the European Language Portfolio is a document in which a wide variety of experiences in language learning and intercultural communication can be recorded and formally recognized.

LINKS

Full text of the monograph in English on the Council of Europe website

Gemeinsamer europaischer Referenzrahmen fur Sprachen: Lernen, lehren, beurteilen
German text of the monograph on the website of the German Goethe Cultural Center