Levels > Intermediate
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Language Learning
Things to consider
Intermediate level language courses cover two sub-levels: lower intermediate, for learners who have some knowledge of the language and its grammar, and upper intermediate, which specifies a good basic knowledge of the language and its grammar.
The Council of Europe’s interpretation of the intermediate level of language proficiency is defined by the CEFR descriptors of Levels B1 and B2. These levels are encountered in Hogelands, Business Dutch, and Developing Listening and Speaking Skills in Polish.
On the global scale B1, students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken. They can produce simple connected text on topics which are familiar or of personal interest, and can also describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations for opinions and plans.
On the global scale, B2 students can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in their field of specialisation (example of a listening activity in Hogelands, using authentic video materials). They can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party, can produce clear, detailed text on a wide range of subjects, and explain a viewpoint on a topical issue, giving the advantages and disadvantages of various options.
As is the case with the global A descriptors, the global B descriptors should be treated as orientation points only. Only well-balanced comprehensive courses will develop all four language skills to the same level of proficiency. Hogelands is one such example. However, your objective may be creating a specific course to develop one or more individual language skills as in Developing Listening and Speaking Skills in Polish. Students taking this course would have achieved a linguistic standard equivalent to level B1 in reading and writing, and level A2 in listening and oral skills. The aim of the course is therefore to increase their proficiency in the two latter skills, in order to match the level of the first two.
Another example of a course focusing on a specific skill development is Business Dutch. The aim of the course is to develop the reading skills to level B2 and beyond, so that students can read business Dutch texts (newspapers and magazines) and have an insight into the business environment in the Low Countries. In both cases the course developers have referred to the CEFR ‘can do’ descriptors for individual skills.
- What level course do you want to offer ? Will it be a comprehensive or specific-skills course? If comprehensive, do you aim to develop all language skills equally, or will you put more emphasis on some skills than others?
- What is the linguistic standard of your students at the point of entry? Does the same standard apply to all skills ?
- What level do you want them to reach at the end of the course?
- How will you monitor progress and assess the language proficiency on completion of the course?
- Remember that the CEFR descriptors can be helpful in setting language-learning goals, in planning learning activities, and in evaluating proficiency.
Examples
- Hogelands
- Business Dutch
- Developing Listening and Speaking Skills in Polish
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