European Framework part 4
European Framework part 4
You will notice that the six columns represent different levels: A1 A2 & B1 B2. C1 C2 coming soon
In terms of skills A1 is the lowest which would be the starting point and C2 the highest.
There are two different avenues to studying a language at university which also apply to BSL.
Let's look at the first example of the school leaver who has a GCSE and ‘A’ level in French
and now wishes to complete a degree in French studies at University. What we have is the
traditional language student who has progressed through GCSE and ‘A’ level and then
continues to study that language at degree level. They are classed as a ‘qualified entrant’ and
go straight into year one university already having studied the language to ‘A’ Level
Other students may only have studied a language to GCSE level and this may even have been
a different language to the language chosen for degree level study. For example a student that
has reached GCSE in German or perhaps Spanish. They do not have any language ‘A' Level.
More importantly they have not studied French at any level but they now wish to complete a
French language degree. They are ‘ab-initio’ students.
Both these types of students are able to study a French degree together and are expected to
graduate with the same qualification. Now we can consider how this applies to the BSL
student who may have BSL level one, two or possibly three. These qualifications are the
same as Foundation BSL, or Intermediary BSL or Advanced BSL. This student would be
classed as a qualified entrant as opposed to the student who has no BSL or perhaps level one
BSL. This student is an ab-initio student. As in the previous example, these two types of
students are able to study a degree together, such as in Deaf Studies or BSL as is offered here
at UCLan, and are expected to graduate at the same level.
The way the curriculum is designed is the key in facilitating the different levels of language.
The established levels A1 to C2 accommodate differing language levels and provide a way of
carrying out assessments and establishing universal expectations. The levels facilitate the
students’ studies through till the end of the degree so they all leave with the same
qualification. The degree does not have to be pure BSL. In the case of a Deaf Studies degree
students study different modules which include BSL. There is also a two year course
available and a BSL degree. The courses are designed to offer a range of modules to suit
those students who would like to go on and qualify as interpreters.
Consideration should be given to the framework and how it fits in to the courses and levels of
study within your university. As previously explained not every aspect of the framework has
to be incorporated. There may be certain elements which can offer much benefit to your
courses and it works best as a guide.
All the work completed as part of the BSL QED projects is offered as a guide to assist
teachers of BSL and universities in providing the best courses with uniform and clear
standards, levels and expectations.
Teachers and students alike can benefit greatly from the framework because it offers
guidance about the differing levels. Students will be far more clear about their own levels of
language and what the expectations will be as they continue through their degree.
You will find most universities will only go up to the equivalence of Level four rather than
Level five which is considered to be a much higher level of BSL. Similarly C2 is quite high
therefore Universities degrees will take students up to C1 at which point they will have
reached the end of the degree. Those students who wish to study further would look at post-
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