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Assessing Verbal Interaction: Towards European Harmonization. Insights from the Co-Operation between Spanish and French Language Exams for Higher Education (CertAcles/CLES)

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Title: Assessing Verbal Interaction: Towards European Harmonization. Insights from the Co-Operation between Spanish and French Language Exams for Higher Education (CertAcles/CLES)
Language: English
Authors: Zabala Delgado, Julia, Rouveyrol, Laurent
Source: Language Learning in Higher Education. 2022 12(1):129-157.
Availability: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Spanish, French, Second Language Learning, Second Language Instruction, Language Tests, Verbal Communication, Rating Scales, Guidelines, Communicative Competence (Languages), Certification, Cross Cultural Studies, Networks, International Cooperation, Test Format, Foreign Countries, Universities
Geographic Terms: Spain, France, Europe
DOI: 10.1515/cercles-2022-2039
ISSN: 2191-611X
Abstract: Verbal interaction has been the subject of a growing interest among language professionals in Europe since the CEFR was published in 2001; in linguistics, verbal interaction has long been studied. In the Bakhtinian approach, it is even considered "the fundamental reality of language". All types of interaction share the fact that they are dynamically co-constructed by participants. How then can we assess or certify interactional competence on an individual basis when dynamic instability prevails? What criteria can be defined in order to deconstruct interactional competence into specific operational criteria, if interaction is intrinsically multidimensional? These are the questions that we address in this paper. To do so, this paper presents the insights gained as a result of the co-operation between two certification systems: CertAcles (Spain) and CLES (France), both belonging to NULTE ("Network of University Language Testers in Europe"). These certification systems have agreed to collaborate extensively, sharing their constructs and assessment routines. As a result, CertAcles is shifting towards more contextualized tasks and CLES is considering adopting descriptive assessment scales for interaction (C1 level). We hope to demonstrate that the materialization of scientific collaboration of this kind can help improve individual systems.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1338702
Database: ERIC
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  Data: Assessing Verbal Interaction: Towards European Harmonization. Insights from the Co-Operation between Spanish and French Language Exams for Higher Education (CertAcles/CLES)
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  Data: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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  Data: Verbal interaction has been the subject of a growing interest among language professionals in Europe since the CEFR was published in 2001; in linguistics, verbal interaction has long been studied. In the Bakhtinian approach, it is even considered "the fundamental reality of language". All types of interaction share the fact that they are dynamically co-constructed by participants. How then can we assess or certify interactional competence on an individual basis when dynamic instability prevails? What criteria can be defined in order to deconstruct interactional competence into specific operational criteria, if interaction is intrinsically multidimensional? These are the questions that we address in this paper. To do so, this paper presents the insights gained as a result of the co-operation between two certification systems: CertAcles (Spain) and CLES (France), both belonging to NULTE ("Network of University Language Testers in Europe"). These certification systems have agreed to collaborate extensively, sharing their constructs and assessment routines. As a result, CertAcles is shifting towards more contextualized tasks and CLES is considering adopting descriptive assessment scales for interaction (C1 level). We hope to demonstrate that the materialization of scientific collaboration of this kind can help improve individual systems.
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