French Language Curriculum - United Nations

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French Language Curriculum1

French Language CurriculumContents*1. Introduction2. UN Lev els of Language Competence3. Core curriculum3.1. Introduction3.2. UN Lev el I - Basic Language Competence3.3. UN Lev el II - Intermediate Language CompetenceIn 2018, the Secretary-General honoured the project “Harmonization ofLanguage Learning and Assessment throughout the UN Secretariat” with a UNSecretary-General Aw ard in the category of M ultilingualism.3.4. UN Lev el III - Adv anced Language Competence3.5. UN Lev el IV – Expert Language Competence4. Glossary5. Language-specific CurriculumIt w as awarded to both the Language Training Programme (LTP) at the UNOffice in Geneva and the Language and Communications Programme(LCP) at UNHQ, New York.page 35.1. Application in learning and assessmentpage 45.2. United Nations Language Modelpage 55.3. Language-specific contentpage 7This project w on the aw ard principally for creating the United NationsLanguage Framew ork, a framew ork w ith w ide-reaching implications formultilingualism.5.4. Arabic Language Curriculum5.5. Chinese Language Curriculum5.6. English Language Curriculum5.7. French Language Curriculumpage 95.8. Russian Language Curriculum5.9. Spanish Language Curriculum*Content in bold, available in this document.Content greyed out, available in other documents2

French Language CurriculumThe purpose of the UN Language Framework is to lev erage andmainstream multilingualism, a core v alue of the United Nations. It iscomposed of the: UN Lev els of Language Competence Language-specific Curriculum: pragmatic, linguistic and sociocultural competencesThe Language-specific Curriculum constitutes a guideline for all locallanguage training programmes across the UN Secretariat to define theircourse programmes and align them with the UN Language Frameworkstandards.Core Curriculum: common learning objectiv es and relateddomains, suggested text types and communicativ e situationsThe first two elements are common to all languages and can beconsulted in the document entitled “United Nations LanguageFramework – UN Lev els of Language Competence – Core curriculum”.The third element, the “Language-specific Curriculum”, is specific toeach of the six official languages. It is the most detailed layer of the UNLanguage Framework structure and is presented in six separatedocuments, one for each language. The present document is theLanguage-specific Curriculum for the French Language.The Language-specific Curriculum describes the minimum contentrequired to achiev e the common learning objectiv es, as indicated inthe Core Curriculum.UN Levels of Language CompetenceCore CurriculumLanguage-specific CurriculumTargeted users include: language teachers and trainers instructional designers and dev elopers of learning materialsArabic Language CurriculumChinese Language CurriculumFrench Language Curriculumlearning focal points and training officers, especially those incharge of language programmesEnglish Language CurriculumRussian Language CurriculumSpanish Language CurriculumUnited Nations Language Framework – Componentsexam and assessments writers3

French Language CurriculumApplication in learning and assessmentApplying the UN Language Framework to local language trainingprogrammes implies: The UN Language Framework (UN Lev els, Core Curriculum andlanguage-specific content for the six official UN languages) is the resultof ongoing work to harmonize language learning and assessmentacross the Organization.comparing it against existing course programmes andadapting them accordingly to align them to the Framework,and potentially expanding the content and range of coursesoffered. identifying any potential existing gaps between the localtraining offered and the described learning objectiv es,considering the three domains: personal, public and personal. creating any new course programmes according to thedescriptors of the Framework, also taking identified local needsinto account. identifying up to which UN lev el the local training programmecan reach in each language, as in some duty stations, somelanguages will not be offered up to UN Lev el III owing toinsufficient need or resources. deciding on the number of courses cov ering the UN lev elslocally offered, considering that each lev el will require between150 and 300 hours of instruction, depending on contextual orlanguage-intrinsic factors. deciding on course type (regular or specialized), length andformat (face-to-face, online or blended), based on the UNlev els they cov er in each language. taking into account existing best practices and currently usedin-house or mainstream learning materials, in light of theLanguage-specific Curriculum and the descriptors.During the coming years, as this adv ances, the Language-specificCurriculum will be updated accordingly.In applying the Framework, future phases will focus on self-assessment,examinations for UN Lev el I and UN Lev el II, and the creation of learningmaterials.4

French Language CurriculumUnited Nations Language ModelTo define and describe language competence, it is first necessaryto agree on a common understanding of how to operationalizelanguage. This understanding is a representation of languagecalled a language model. The model dev eloped for the purposeof the UN Language Framework will be hereafter called theUnited Nations Language Model1.The United Nations Language Model considers language as acompetence, in terms of knowledge in use, and underlineslanguage as a means of communication. The model follows theprinciple of the action-oriented nature of human communicationand establishes language users at the centre.The model is presented as a semicircle indicatinginterdependent, ov erlapping components and categories.Language competence includes three main sub-competences:pragmatic, linguistic and sociocultural, which, in turn, include theirrespectiv e categories.Its components are key in defining how language competence isdemonstrated and ev aluated, and how pedagogical content iscreated and deliv ered.It underlies how the language-specific content is distributed andinforms all other elements of the UN Language Framework byconsidering: the action-oriented nature of human communicationthe role of language users both as indiv iduals and associal agentsthe sev eral components comprised in communicativ elanguage competenceThe U N Language M odel draw s on res earch and lit erat ure s ources , s uch as Bachman and Palmer 1996 and 2010 and Celce-M urcia and Dornyei 1995, and on t he w ork by t he Canadian BenchmarksCent re ( 2015) and t he Council of Europe ( CEFR 2001, ext ended s et of Des cript ors 2017)15

French Language CurriculumLanguage competence is integrated through three main subcompetences.Cross-cultural competence allows the user to become aware ofcultural v alues, traditions and behav iours, including their own and totailor communication accordingly.Discourse competence allows the user to connect sentences intofunctional, cohesiv e and coherent texts which achiev e theirobjectiv es, and are accurately and logically connected.Lexis: the lev el of language consisting of v ocabulary.Variation: geographical or social v arieties of a language includingaccents and language use.Pragmatic competence allows the user to comprehend and produceoral and written texts aligned with the communicativ e context andintention.Register: degree of formality and the adaption of style and tone tothe communicativ e situation.Linguistic competence allows the user to build and recognize wellformed, meaningful messages, according to language system rulesat sentence and text lev el.At the centre of the communicativ e language model: the users.Sociocultural competence allows the user to recognize and usesocial and cultural norms and conv entions to communicateappropriately in a giv en context .Language users, as indiv idual and socialagents triggering communication, are at thecentre of the model.Sub-competences include overlapping categories.Strategic Competence allows the language users to make effectiv e useof resources that activ ate competences or compensate for any lackthereof.Functional competence allows the user to interpret and performcommunicativ e functions within defined social and professionalcontexts.Grammatical competence allows the user to recognize lexical,morphological, syntactic, phonological and orthographicfeatures of a language and to use these features effectiv ely tointerpret, encode, and decode words and sentences.The sub-competences and categories of the United Nations LanguageModel determine how the content -the language- will be presented inthe next sections.6

French Language CurriculumLanguage-specific contentThe language-specific content, detailed in the following sections, ispresented and categorized according to the language model usingthe categories below:Sociocultural Competence sectionsSociocultural competence refers to cultural and sociolinguisticconv entions: appropriacy regarding the social and cultural context(s).This is a general approach about how to address aspects of v ariation,register and intercultural competence.Pragmatic CompetenceFunctional competenceDiscourse Competence* 2The Language-specific Curriculum expands the Core Curriculum as itguides linguistic experts through language-specific content. Thus, itensures that the harmonized, common learning objectiv es for each UNlev el are achiev ed in each target language.Since the highly specialized learning objectiv es for UN Lev el IV hav e notbeen defined, the language-specific content for this lev el has beenexcluded from the present document.Linguistic CompetenceGrammatical competenceMorphology and SyntaxPhonology*Orthography*Lexis* * 3Sociocultural CompetenceVariation (dialects, social and geographical v arieties)*Register (tone, style)*Intercultural competence (social conv entions,traditions, v alues, UN culture)*ApproachIn all categories, the content is organized randomly, and is understood asthe minimum to achiev e the learning objectiv es for each UN lev el.Jargon or highly specialized terminology has been av oided as much aspossible. The content has been compiled following a hybrid approachthat combines acknowledged sources or publications in foreignlanguage research and teaching experience within the UN context.Pragmatic Competence sectionsFunctional Competence presents functions or speech acts: what usersdo when using the language for a communicativ e purpose.For ease of use, both English and the target language are used topresent the categories.Linguistic Competence sectionsLinguistic Competence is composed of morphology and syntax, andlexis: the linguistic tools enabling users to carry out the functions.The content for each UN lev el aligns with the Core Curriculum: learningobjectiv es, text types and communicativ e situations. Each lev el buildsfrom one to the next. Therefore, the content described in one UN lev elimplies the acquisition of the prev ious lev el(s).The content identified is representativ e of each lev el, hence, notexhaustiv e, and is expanded with examples where possible.* Open t o fut ure development and applicat ion t o local cours e programmes** Alt hough it is placed under linguis t ic compet ence, lexis is considered a cros s -cut t ing cat egory.27

French Language CurriculumAlthough the Language-specific Curriculum is presented in a linear waywithin each UN lev el, the repetition and deepening required foreffectiv e language acquisition is necessary and must be reflected onand planned for in the local language training programmes.French Language CurriculumSpecificitiesThe content defined for each UN lev el is the indispensable minimumthat should be mastered to achiev e this lev el. Howev er, it may beextended to respond to locally-defined learning needs, to exemplify,when the target language is the local language or when a specific fieldof v ocabulary is required locally.French is a language spoken in all the fiv e continents by around 300million people. French is also the official language for 29 Member Statesand one of the two working languages of the United NationsSecretariat.The linguistic content presented in the French curriculum is a standardFrench such as that used as a working language at the United Nations.Moreov er, as French is the local language in a major duty station,Genev a (Switzerland), and in v arious missions, the content might beexpanded by other geographical v ariations or specific v ocabulary. Itwill be therefore introduced in the local course programmes to meetindispensable local or specific communication needs. For example, in afrancophone peace keeping mission, specific military v ocabulary mightbe introduced.Conventions The titles of main groups - macro functions, morphology andsyntax, lexis topics - are coloured in orange and bolded. The titles of main groups are in English or French, or both inEnglish or French, and the target language. All content is numerated for ease of consultation anddiscussion. The numeration does not imply any sequence orprioritization of any kind. Examples are representativ e, illustrativ e of the differentelements or topics listed in each category. They are not a finitelist. Examples can be presented as text fragments, sentences,chunks of words and single words. Examples are in cursiv e, except for non-Latin alphabets, andindented. In the “Pragmatic competence” section, the titles in orangerepresent macro-categories that are repeated across all the UNlev els.Howev er, ev en if the titles are identical, the content listedunder these categories v aries depending on the UN lev el.The content for the French language curriculum has been createdfollowing a pragmatic approach, based on well-known publications forFrench as a second language (Référent iels pour le Cadre européencommun, Alliance française et CLE; Invent aire des cont enus clés,Eaquals) and building on our long-standing experience in creating,dev eloping and deli

Language-specific Curriculum for the French Language. The Language-specific Curriculum describes the minimum content required to achieve the common learning objectives, as indicated in the Core Curriculum. Targeted users include: language teachers and trainers learning focal points and training officers, especially those in

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