Minimum attainment levels have been established for students learning foreign languages in the majority of European countries. The levels have generally been set for both the end of full-time compulsory general education as well as the end of upper secondary education (see Figure E15) the two reference points for this indicator. These levels of attainment generally cover both the first and second foreign languages. The exceptions are Belgium (German-speaking Community), Poland and Liechtenstein where recommendations apply only to the first foreign language at both stages of education; and Turkey, where the required level of attainment is defined for both the first and second languages but only for the end of upper secondary education.
The minimum levels of attainment set for learners of foreign languages vary noticeably from one country to another. However, as there is a general expectation that students will make further progress with further study, there is a common tendency for the levels of attainment to be higher at the end of upper than at lower secondary education. This applies to both the first and the second language.
When comparing the levels of attainment of the first and the second foreign languages at the same reference point, it is generally expected that student attainment is higher for the first foreign language than for the second. The Common European Framework of Reference for Languages (CEFR) scale starts at A1 for basic users, rising to C2 for proficient users (Council of Europe, 2001). At the end of compulsory general education, the minimum level generally varies between A2 and B1 for the first language and between A1 and B1 for the second. At the end of upper secondary education, the minimum level of attainment ranges between B1 and B2 for the first foreign language and between A2 and B2 for the second. However, in some education systems, the expected outcomes for the first and second languages are equal at the same reference point. This is the case in Portugal at the end of lower secondary education, in Finland at the end of upper secondary education and, in the Flemish Community of Belgium, Germany, Estonia and Latvia at the end of both compulsory general and upper secondary education.
At the end of compulsory general education, the most frequently cited level of attainment for both first and second foreign languages is A2; at the end of upper secondary education, it is B2 for the first and B1 for the second foreign language. Luxembourg is the only country in which the minimum level of attainment for the first language is B2 at the end of compulsory general education and C1 at the end of upper secondary education. This high level is expected because of the particular circumstances in relation to language use in Luxembourg, as both German and French are languages of instruction (see Chapter B).
SECTION III – EXPECTED LEARNING OUTCOMES AND CERTIFICATION
Figure E16: Expected minimum levels of attainment based on CEFR
for the first and second foreign language(s) at the end of full-time compulsory general education or lower secondary education (ISCED 2) and general upper secondary education (ISCED 3), 2010/11
End of full-time compulsory general education or lower secondary education (ISCED 2)
End of general upper secondary education (ISCED 3)
Basic user Proficient user Basic user Proficient user
First foreign language Second foreign language Source: Eurydice.
Explanatory note
Intensive programmes of study for foreign languages are not shown in the figure.
Where countries set recommended attainment levels relating to one or more of the four communication skills, the minimum level is indicated in the figure.
PROCESSES
132
CEFR sublevels are not shown in the figure.
Full-time compulsory general education normally ends on completion of lower secondary education (ISCED level 2) or the single structure (ISCED levels 1 and 2), except in Belgium, Bulgaria, France, Italy, Hungary, the Netherlands (VWO and HAVO), Slovakia, and the United Kingdom (England, Wales and Northern Ireland), where ISCED level 3 may also cover part or the whole of full-time compulsory general education. For more information, see The structure of the European education systems (EACEA/Eurydice, 2010).
In the countries, where the end of full-time compulsory education does not correspond to the end of lower secondary education, the information given in this figure reflects the situation at the end of lower secondary education.
Country specific notes
Belgium (BE nl): At the end of lower secondary education, different levels of attainment in the first and in the second languages are defined for particular communication skills: A2 for listening and reading and B1 for speaking and writing.
Estonia: According to the new curriculum implemented in 2011/12, at the end of lower secondary education, the expected level of attainment for English as a second foreign language is B1 (A2 for writing) whereas it is A2 for other languages.
Spain: Although no specific level is mentioned in the curriculum, students at the end of general upper secondary education who want to enter an Official School of Languages are placed in level B1. Moreover, the Programa Integral de Aprendizaje de lenguas extranjeras (2010-2020) sets, as one of the objectives, the attainment by all students of level B1 in the first foreign language by the end of secondary education.
Hungary: The expected levels of attainment in foreign languages are identical at both educational levels indicated because full-time compulsory education normally ends on completion of upper secondary education.
Austria: Although the attainment level A2 is shown at the end of full-time compulsory education for both first and second foreign languages, achievements in the first foreign language partially include competences from B1 while dialogue skills in the second language should reach the level A1. At upper secondary level, the expected level of attainment for the second foreign language in reading is B2 whereas for other skills it is B1.
Finland: At the end of full-time general compulsory general education, the expected level of attainment in listening and reading in English (as a first language) is B1 while for other languages it is A2.
The central education authorities in two countries have set specific proficiency levels for particular languages. In Romania, at the end of full-time compulsory education, the minimum expected level for Italian and Spanish taught as the first foreign language is slightly higher than for English, French and German. When it comes to the second language, the level for French is A1 whereas for English, German, Italian, Spanish, Portuguese language it is A2. In Finland, the minimum level of attainment for English is somewhat higher than for other languages. In addition, a similar distinction is made between the Finnish language for Swedish-speaking students and the Swedish language for Finish-speaking students, both being compulsory languages. At the end of compulsory education, the written skills of Swedish-speakers in Finnish are expected to be slightly higher than the ones of Finnish-speakers in Swedish.
Most countries give equal priority to the four main communications skills (listening, speaking, reading and writing) in foreign languages at the end of full-time compulsory general education (see Figure E14). However, in Belgium (Flemish Community) and Austria, different minimum levels of attainment are assigned to specific skills. This also occurs in Finland, even though its curriculum does not explicitly specify that priority should be given to any of the four main skills. In Finland, for example, the expected level for receptive skills (listening and reading) is higher than for productive skills (speaking and writing) while in Belgium (Flemish Community) it is the opposite. In Austria, at upper secondary level, reading skills in the second language are expected to be higher than other skills.
Finally, some countries are revising the expected minimum levels of attainment in foreign languages with effect from the 2011/12 school year. In Estonia, in upper secondary education, all language courses are now taught at either B1 or B2 level. Students are allocated to one of these levels depending on their level of attainment in foreign languages at the end of compulsory general education. Furthermore, the expected minimum level in English is set a little higher than for other foreign languages. In Cyprus, the expected level of attainment for the first foreign language at the end of full-time compulsory education rose from A2 to B1. In Slovenia, the new curriculum introduced minimum attainment levels for foreign languages at the end of compulsory general education A2 for the first and A1 for the second foreign language.
SECTION III – EXPECTED LEARNING OUTCOMES AND CERTIFICATION