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Bilingual Proficiency Profile: A, B and C

The following table present the Bilingual Proficiency Profile with its components.


Bilingual Proficiency

I. Profile
Bilingual
Proficiency A
Bilingual
Proficiency B
Bilingual
Proficiency C

Understands and communicates overall meaning or intent, main ideas, supporting details and implied meaning, using adequate structures in predictable, practical and relevant social, educational and work-related situations.

Understands, compares, interprets and communicates discourses on concrete and sometimes abstract topics relevant to social, educational, and work-related situations.

Understands, compares, integrates, analyzes and provides discourses on concrete and abstract topics (technical matter); taking into account the feelings and emotions of the author/speaker and the audience.

II. Communication Context
Bilingual
Proficiency A
Bilingual
Proficiency B
Bilingual
Proficiency C

Communication is formal or informal, face-to-face (one-on-one or in groups), on the phone, digital or written within predictable situations.

  • Discourses, conversations and instructions are oral or written.
  • Discourses are structured or unstructured, use direct or indirect speech (quoted or reported speech), and can be supported by audio or visual aids.
  • Texts are written in paragraphs or in point-form.
  • Communication is intended for a clearly defined or familiar audience.
  • Prosody is adapted to the situation; clear articulation is used.

Communication is formal or informal, face-to-face (one-on-one or in groups), on the phone, digital or written within predictable and sometimes unpredictable situations.

  • Discourses, conversations and instructions are oral or written.
  • Discourses are structured or unstructured, use direct or indirect speech (quoted or reported speech), and can be supported by audio or visual aids.
  • Texts are written in paragraphs or in point-form.
  • Communication is intended for a clearly defined, familiar or somewhat familiar audience.
  • Prosody, style, language and register of speech are adapted to various situations; clear articulation is used.

Communication is formal or informal, face-to-face (one-on-one or in groups), on the phone, digital, or written within unpredictable situations.

  • Discourses, conversation and instructions are oral or written.
  • Discourses are structured or unstructured, use direct or indirect speech (quoted or reported speech), and can be supported by audio or visual aids.
  • Texts are technical, written in point-form or paragraphs.
  • Communication is intended for a clearly or not clearly defined familiar or unfamiliar audience.
  • Prosody, style, language, and register of speech are adapted to various situations; clear articulation is used.
III. Linguistic, Discursive and Sociolinguistic components
Bilingual
Proficiency A
Bilingual
Proficiency B
Bilingual
Proficiency C

The speech or text (oral or written) includes:

  • clear language;
  • appropriate everyday vocabulary;
  • various idioms;
  • various figures of speech;
  • appropriate connective words, discourse markers and structures for each specific text;
  • simple and compound (coordinate) sentences;
  • verbs to correctly describe and narrate an event;
  • various registers and styles.

Mood and attitude are recognized from verbal and non-verbal cues, tone and signals such as intonation.

The speech or text (oral or written) includes:

  • clear language;
  • concrete, specialized and sometimes abstract vocabulary;
  • various idioms;
  • various figures of speech;
  • appropriate connective words, discourse markers and structures for each specific text;
  • simple, compound (coordinate) and complex (subordinate) sentences;
  • verbs that correctly express possibility and probability;
  • various registers and styles.

Mood and attitude are recognized from verbal and non-verbal cues, tone and signals such as intonation.

The speech or text (oral or written) includes:

  • clear language;
  • an extended range of concrete, abstract, idiomatic and technical vocabulary;
  • various idioms;
  • various figures of speech;
  • appropriate connective words, discourse markers and structures for each specific text;
  • complex grammar structure and syntax;
  • verbs that correctly express hypothesis;
  • various registers and styles.

Mood and attitude are recognized from verbal and non-verbal cues, tone and signals such as intonation.


Intention (Component)

I. Interacting with others
Intention
(Component) A
Intention
(Component) B
Intention
(Component) C
  • Understands and communicates the intent, main ideas, factual details and implied meaning for a range of everyday purposes (such as congratulations, thanks, apologies, excuses, offering help, opinions, suggestions, arrangements or cancellations).
  • Identifies facts and opinions.
  • Participates actively, effectively and appropriately in interactions for most everyday purposes.
  • Clarifies and confirms information.
  • Understands and communicates the intent, factual details and implied meaning for a range of social purposes (such as expressing and responding to facts, emotional states, complaints and judgements) or sensitive topics.
  • Uses diplomacy and tact.
  • Identifies facts and opinions.
  • Participates actively, effectively and appropriately in interactions for most everyday purposes.
  • Clarifies and confirms information.
  • Understands and communicates the intent, factual details and implied meaning for a range of social and work-related purposes (such as expressing, responding to, or clarifying a minor conflict) involving language appropriate and relevant to the situation.
  • Identifies facts and opinions.
  • Participates actively, effectively and appropriately in interactions for most everyday purposes.
  • Clarifies and confirms information.
II. Instructions
Intention
(Component) A
Intention
(Component) B
Intention
(Component) C
  • Understands and provides directions or instructions for technical or non-technical tasks, using common conventions, such as point form or paragraphs, and with the correct sequence of steps.
  • Summarizes information from a short presentation or a single page text with accurate details.
  • Understands and uses sequence markers or other linguistic clues to reinforce order of steps.
  • Follows sequence markers or other linguistic clues to infer order of steps.
  • Understands, reconstructs and provides multistep directions and instructions for processes and technical or non-technical tasks. Directions or instructions are written in point-form or paragraphs.
  • Summarizes information from a two-page text or an oral presentation with accurate details.
  • Understands and uses sequence markers or other linguistic clues to reinforce order of steps.
  • Follows sequence markers or other linguistic clues to infer order of steps.
  • Understands and provides extended multistep directions or instructions for procedures, processes and technical or non-technical tasks. Directions or instructions are written in point-form or paragraphs.
  • Summarizes information from a text or presentation with accurate details into written or verbal instructions; accounting for the intended meaning.
  • Understands and uses sequence markers or other linguistic clues to reinforce order of steps.
  • Follows sequence markers or other linguistic clues to infer order of steps.
III-a. Suasion
Intention
(Component) A
Intention
(Component) B
Intention
(Component) C

Understands and communicates the intent, main ideas, factual details and implied meaning that include encouragements, suggestions and requests to influence or prompt.

Understands and communicates the intent, factual details and implied meaning that include arguments to recommend, persuade, dissuade and warn.

Understands and communicates the intent, factual details and implied meaning that include arguments to propose or recommend solutions to problems.

III-b. Business/Service messages
Intention
(Component) A
Intention
(Component) B
Intention
(Component) C

Understands and communicates business or service messages for routine purposes (such as public notices, flyers, advice, requests, and technical specs).

Understands and communicates business or service information for an expanding range of purposes (such as assessments and estimates).

Understands and communicates multiple pieces of business or service information an expanding range of purposes (such as proposals, recommendations and policies).

IV. Information
Intention
(Component) A
Intention
(Component) B
Intention
(Component) C
  • Understands and communicates main ideas, factual details and implied meaning in small group conversations or in writing.
  • Finds and compares detailed information, opinions, descriptions and explanations.
  • Relates a sequence of events logically.
  • Compares or describes people, things, routines or simple procedures in detail.
  • Summarizes information and ideas to confirm understanding.
  • Understands and completes forms with all the required information (such as emails, job applications, etc.).
  • Understands, qualifies and communicates the intended explicit and implicit meanings of possibilities and probabilities in group discussions or detailed reports.
  • Finds, compares and interprets opinions, facts, descriptions and explanations.
  • Relates a sequence of events logically.
  • Compares or describes a person, system, routine or procedure in detail.
  • Explains, describes or compares complex processes.
  • Summarizes information and ideas to clarify and confirm understanding.
  • Understands and completes forms requiring answers to open-ended questions (such as business training requests).
  • Understands, qualifies and communicates the intended explicit and implicit meanings of possibilities, probabilities and hypotheses in group discussions or detailed reports.
  • Finds, compares, interprets, integrates and analyzes emotional content, opinions, facts, descriptions and explanations in order to draw conclusions and express own opinion.
  • Relates a sequence of events logically.
  • Describes a phenomenon or explains a procedure in detail.
  • Summarizes information and ideas to clarify and expand understanding.
  • Understands and completes an expanded range of complex forms (such as incident or accident reports).