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Descriptors

Skills

S 1 - Can observe/analyse

S 1

Pluralistic approaches are ES S ENTIAL for the development of this resource

Can ° observe / analyse ° ° linguistic elements / cultural phenomena ° in ° languages / cultures ° which are more or less familiar

view subdescriptors

S 1.1	Can °make use of / master° processes of °observation / analysis (/breaking down into elements / classifying / establishing relationships between them/)°
S 1.1.1	Can use inductive approaches in the analysis of °linguistic / cultural° phenomena
S 1.1.2	Can formulate hypotheses in view of an analysis of °linguistic / cultural° phenomena
S 1.1.3	Can resort to a known °language / culture° with a view to development of analysis of another °language / culture°
S 1.1.4	Can observe different °languages / cultures° simultaneously in order to formulate hypotheses analysing phenomena in a particular °language / culture°

S 1.2	Can °observe / analyse° sounds (in languages little known or not at all)
S 1.2.1	Can listen ?attentively / in a selective manner? to productions in different languages
S 1.2.2	Can isolate sounds [phonemes]
S 1.2.3	Can °isolate / segment° syllables
S 1.2.4	Can analyse a phonological system (/ isolate / classify units / …)

S 1.3	Can °observe / analyse° writing systems (in languages little known or not known at all
S 1.3.1	Can isolate units of script (/ sentences / words / minimal units /)
S 1.3.2	Where these exist, can establish correspondences between script and sound
S 1.3.2.1	Can decipher a text written in an unfamiliar script once the units have been isolated and the grapho-phonetic correspondences have been established

S 1.4	Can °observe / analyse° syntactic and / or morphological structures
S 1.4.1	Can divide compound words into their constituent words
S 1.4.2	Can analyse a syntactic structure in an unfamiliar language once it is repeated using different lexical units
S 1.4.3	Can accede, at least partially, to the meaning of an utterance in a little known or unknown language by identifying words and by analysing the ° syntactic / morphosyntactic ° structure of that utterance

S 1.5	Can analyse pragmatic functions (in a language which is little °known / familiar° or not °known / familiar° at all)
S 1.5.1	Can analyse the links between pragmatic forms and functions [speech acts]
S 1.5.2	Can analyse the relationship between form and °context / situation°
S 1.5.3	Can analyse the relationship between form and interaction

S 1.6

Pluralistic approaches are US EFUL for the development of this resource

Can analyse communicative repertoires which are °plurilingual / in a plurilingual situation°

S 1.7	Can analyse the cultural origin of different aspects of communication
S 1.7.1	Can analyse misunderstandings due to cultural differences
S 1.7.2	Can analyse schemata used for interpreting behaviour (/stereotypes/)

S 1.8

Can analyse the cultural origins of certain behaviours

S 1.9

Can analyse specific social phenomena as being the consequence of cultural difference

S 1.10

Can develop a system of interpretation which enables one to perceive the particular characteristics of a culture {meanings, beliefs, cultural practices …}

S 2 - Can recognise / identify

S 2

Pluralistic approaches are IMPORTANT for the development of this resource

Can ° identify [recognise] ° ° linguistic elements / cultural phenomena ° in ° languages / cultures ° which are more or less familiar

view subdescriptors

S 2.1	°Can °identify [recognise]° sound forms [has aural recognition skills]°
S 2.1.1	Can °identify [recognise]° °simple phonetic elements [sounds]°
S 2.1.2	Can °identify [recognise]° prosodic units
S 2.1.3	Can °identify [recognise]° a morpheme or a word while listening

S 2.2	Can °identify [recognise]° written forms
S 2.2.1	Can °identify [recognise]° elementary graphic forms {letters, ideograms, punctuation marks …}
S 2.2.2	Can °identify [recognise]° °a morpheme / a word° in the written form of familiar or unfamiliar languages

S 2.3	Can make use of linguistic evidence to °identify [recognise]° words of different origin
S 2.3.1	Can °identify [recognise]° °loans / words of international origin / regionalisms°

S 2.4

Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural …}

S 2.5	Can identify languages on the basis of identification of linguistic forms
S 2.5.1	Can identify languages on the basis of phonological evidence
S 2.5.2	Can identify languages on the basis of graphic evidence
S 2.5.3	Can identify languages on the basis of known °words / expressions°
S 2.5.4	Can identify languages on the basis of known grammatical markers

S 2.6

Can identify pragmatic functions

S 2.7

Can identify discourse types

S 2.8	Can °identify [recognise]° cultural °specificities / references / affinities°
S 2.8.1	Can °identify [recognise]° °specificities / references / affinities° in cultural features manifested by other pupils in the class / other members of a group°
S 2.8.2	Can °identify [recognise]° °specificities of / references to / affinities of ° one’s own culture

S 2.9	Can °identify [recognise]° communicative variations engendered by cultural differences
S 2.9.1	Can identify the risks of misunderstanding due to differences between communicative cultures

S 2.10

Can ° identify [recognise]° specific forms of behaviour linked to cultural differences

S 2.11

Can ° identify [recognise] ° cultural prejudice

S 3 - Can compare

S 3

Can compare ° linguistic / cultural ° features of different ° languages / cultures ° [Can ° perceive / establish ° ° linguistic / cultural ° proximity and distance

view subdescriptors

S 3.1	Can apply procedures for making comparisons
S 3.1.1	Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components
S 3.1.2	Can formulate hypotheses about linguistic or cultural °proximity / distance°
S 3.1.3	Can use a range of different criteria to establish linguistic or cultural °proximity / distance°

S 3.2	°Can perceive proximity and distance between sounds [can discriminate aurally]°
S 3.2.1	Can perceive proximity and distance between °simple phonetic features [sounds]°
S 3.2.2	Can perceive proximity and distance between prosodic features
S 3.2.3	Can perceive proximity and distance between sounds at °morpheme / word° level
S 3.2.4	Can compare languages aurally

S 3.3	Can perceive proximity or distance between graphic forms
S 3.3.1	Can perceive similarities and differences between graphic forms
S 3.3.2	Can perceive proximity and distance between graphic features at °morpheme / word° level
S 3.3.3	Can compare scripts used by °two / several° languages

S 3.4	Can perceive lexical proximity
S 3.4.1	Can perceive direct lexical proximity
S 3.4.2	Can perceive indirect lexical proximity <using proximity between terms of the same family of words in one of the languages involved>
S 3.4.3	Can compare the form of loan words with their form in their original language

S 3.5	Can perceive global similarities between °two / several° languages
S 3.5.1	Can formulate hypotheses about whether languages are related on the basis of similarities between them

S 3.6

Can compare the relationships between sounds and script in different languages

S 3.7	Can compare the grammatical functioning of different languages
S 3.7.1	Can compare sentence structures in different languages

S 3.8

Can compare grammatical functions of different languages

S 3.9	Can compare communicative cultures
S 3.9.1	Can compare discourse types in different languages
S 3.9.1.1	Can compare discourse types in one’s own language with discourse types in another language
S 3.9.2	Can compare the communicative repertoires used in different languages and cultures
S 3.9.2.1	Can compare one’s own language ° repertoires / behaviours ° with those of speakers of other languages
S 3.9.2.2.	Can compare one’s own non verbal communication practices with those of others

S 3.10	Can ° compare features of a culture [perceive the cultural proximity / distance ] °
S 3.10.1	Can use a range of criteria to recognise cultural °proximity / distance°
S 3.10.2	Can perceive differences or similarities in different aspects of social life {living conditions, working life, participation in civic activities, respect of the environment …}
S 3.10.3	Can compare °meanings / connotations° corresponding to cultural features {a comparison of the concept of time …}
S 3.10.4	Can compare different cultural practices
S 3.10.5	Can relate °documents / events° from another culture to °documents / events° in one’s own culture

S 4 - Can talk about languages and cultures

S 4

Can ° talk about / explain ° certain aspects of ° one’s own language / one’s culture / other languages / other cultures °

view subdescriptors

S 4.1	Can construct explanations °meant for a foreign interlocutor about a feature of one’s own culture / meant for an interlocutor from one’s own culture about a feature of another culture°
S 4.1.1	Can talk about cultural prejudices

S 4.2

Can explain misunderstandings

S 4.3

Can explain one’s own knowledge of languages

S 4.4

Can argue about cultural diversity {advantages, disadvantages, difficulties …} and construct °his / her° own opinion about it

S 5 - Can use what one knows of a language in order to understand another language or to produce in another language

S 5

Can use knowledge and skills already mastered in one language in activities of ° comprehension / production ° in another language

view subdescriptors

S 5.1

Can construct °a set of hypotheses / a « hypothetical grammar»° about affinities or differences between languages

S 5.2	Can identify « transfer bases » <features of a language which allow a transfer of knowledge °between languages [interlingual] / within a language [intralingual] °>
S 5.2.1	Can compare transfer points in the target language with those in languages which are mentally activated <whose features readily come to mind faced with a task>

S 5.3	Can make interlingual transfers (/transfers of recognition <which establish a link between an identified feature of a known language and a feature one seeks to identify in an unfamiliar language> / transfers of production <an activity of language production in an unfamiliar language>/) from a known language to an unfamiliar one
S 5.3.1	Can °carry out transfers of form [set in motion transfer processes]° based on interphonological and intergraphemic °characteristics / regularities and irregularities°
S 5.3.2	Can carry out transfers of (semantic) content <can recognise core meanings within correspondences of meaning>
S 5.3.3	°Can establish grammatical regularities in an unfamiliar language on the basis of grammatical regularities in a familiar language / can carry out transfers at grammatical level (/transfers of function /)°
S 5.3.4	Can establish pragmatic transfers <can establish a link between communicative conventions in one’s own language and those in another language>

S 5.4

Can carry out intralingual transfers ( ° preceding / following° interlingual transfers)

S 5.5

Can check the validity of transfers which have been made

S 5.6

Can identify one’s own reading strategies in the first language (L1) and apply them to the second language (L2)

S 6 - Can Interact

S 6

Can interact in situations of contact between ° languages / cultures °

view subdescriptors

S 6.1	Can communicate in bi/plurilingual groups taking into account the repertoire of one’s interlocutors
S 6.1.1	Can reformulate (/ by simplifying the structure of the utterance / by varying the vocabulary / by making an effort to pronounce more clearly/)
S 6.1.2	Can discuss strategies for interaction

S 6.2	Can ask for help when communicating in bi/plurilingual groups
S 6.2.1	Can ask an interlocutor to reformulate what has been said
S 6.2.2	Can ask an interlocutor to repeat what has been said in a simpler way
S 6.2.3	Can ask an interlocutor to switch to another language

S 6.3	Can communicate while taking ° sociolinguistic / sociocultural ° differences into account
S 6.3.1	Can use formulae of politeness appropriately
S 6.3.2	Can use forms of address appropriately
S 6.3.3	Can resort to different speech registers according to the situation
S 6.3.4	Can use ° metaphoric / idiomatic ° ° expressions / formulae ° in accordance with the cultural background of one’s interlocutor

S 6.4	Can communicate « between languages »
S 6.4.1	Can give an account in one language of information met in °another language / other languages°
S 6.4.1.1	Can present a ° commentary / exposé° in one language based on a plurilingual set of documents

S 6.5	Can activate bilingual or plurilingual communication in relevant situations
S 6.5.1	Can ° vary / alternate ° ° languages / linguistic codes / modes of communication °
S 6.5.2	Can produce a text in which ° registers / varieties / languages ° alternate functionally (when the situation allows it)

S 7 - Knows how to learn

S 7

Can ° assume ownership of [learn] ° ° linguistic features or usage / cultural references or behaviours ° which belong to more or less familiar ° languages and cultures °

view subdescriptors

S 7.1	Can memorise unfamiliar features
S 7.1.1	Can memorise unfamiliar aural features {simple phonetic units, prosodic units, words …}
S 7.1.2	Can memorise features of unfamiliar graphic elements {letters, ideograms, words …}

S 7.2	Can reproduce unfamiliar features of a language
S 7.2.1	Can reproduce unfamiliar aural features {simple phonetic units, prosodic features, words …}
S 7.2.2	Can reproduce features of unfamiliar graphic elements {letters, ideograms, words …}

S 7.3	Can gain from previously acquired knowledge about languages and cultures during learning
S 7.3.1	Can gain from previous intercultural experiences to enrich °his / her° intercultural competence
S 7.3.2	Can use knowledge and skills acquired in one language to learn another
S 7.3.3	Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …)

S 7.4

Can gain from from transfers made (/successful / unsuccessful/) between a known language and another language in order to acquire features of that other language

S 7.5

Can get ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees

S 7.6	Can learn autonomously
S 7.6.1	Can make use of resources which facilitate learning in matters of languages and cultures
S 7.6.1.1	Can make use of linguistic tools of reference {bilingual dictionaries, grammar manuals …}
S 7.6.1.2	Can resort to other persons in order to learn (/can ask an interlocutor to correct mistakes / can ask for information or explanations/)

S 7.7	Can manage °his / her° learning in a reflective manner
S 7.7.1	Can identify °his / her° own learning ° needs / objectives °
S 7.7.2	Can deliberately apply learning strategies
S 7.7.3	° Can benefit from previous learning experiences in new situations [Can transfer learning] °
S 7.7.3.1	Can benefit from previous use of skills and knowledge in °his / her / another / other° language(s) in learning a new language
S 7.7.4	Can ° observe / check ° °his / her° own learning process
S 7.7.4.1	Can observe ° progress / lack of progress ° in °his / her° own learning
S 7.7.4.2	Can compare different methods of learning taking their successes or failures into account

Skills

S 1 - Can observe/analyse

S 1

Can ° observe / analyse ° ° linguistic elements / cultural phenomena ° in ° languages / cultures ° which are more or less familiar

view subdescriptors

S 1.1	Can °make use of / master° processes of °observation / analysis (/breaking down into elements / classifying / establishing relationships between them/)°
S 1.1.1	Can use inductive approaches in the analysis of °linguistic / cultural° phenomena
S 1.1.2	Can formulate hypotheses in view of an analysis of °linguistic / cultural° phenomena
S 1.1.3	Can resort to a known °language / culture° with a view to development of analysis of another °language / culture°
S 1.1.4	Can observe different °languages / cultures° simultaneously in order to formulate hypotheses analysing phenomena in a particular °language / culture°

S 1.2	Can °observe / analyse° sounds (in languages little known or not at all)
S 1.2.1	Can listen ?attentively / in a selective manner? to productions in different languages
S 1.2.2	Can isolate sounds [phonemes]
S 1.2.3	Can °isolate / segment° syllables
S 1.2.4	Can analyse a phonological system (/ isolate / classify units / …)

S 1.3	Can °observe / analyse° writing systems (in languages little known or not known at all
S 1.3.1	Can isolate units of script (/ sentences / words / minimal units /)
S 1.3.2	Where these exist, can establish correspondences between script and sound
S 1.3.2.1	Can decipher a text written in an unfamiliar script once the units have been isolated and the grapho-phonetic correspondences have been established

S 1.4	Can °observe / analyse° syntactic and / or morphological structures
S 1.4.1	Can divide compound words into their constituent words
S 1.4.2	Can analyse a syntactic structure in an unfamiliar language once it is repeated using different lexical units
S 1.4.3	Can accede, at least partially, to the meaning of an utterance in a little known or unknown language by identifying words and by analysing the ° syntactic / morphosyntactic ° structure of that utterance

S 1.5	Can analyse pragmatic functions (in a language which is little °known / familiar° or not °known / familiar° at all)
S 1.5.1	Can analyse the links between pragmatic forms and functions [speech acts]
S 1.5.2	Can analyse the relationship between form and °context / situation°
S 1.5.3	Can analyse the relationship between form and interaction

S 1.6

Can analyse communicative repertoires which are °plurilingual / in a plurilingual situation°

S 1.7	Can analyse the cultural origin of different aspects of communication
S 1.7.1	Can analyse misunderstandings due to cultural differences
S 1.7.2	Can analyse schemata used for interpreting behaviour (/stereotypes/)

S 1.8

Can analyse the cultural origins of certain behaviours

S 1.9

Can analyse specific social phenomena as being the consequence of cultural difference

S 1.10

Can develop a system of interpretation which enables one to perceive the particular characteristics of a culture {meanings, beliefs, cultural practices …}

S 2 - Can recognise / identify

S 2

Can ° identify [recognise] ° ° linguistic elements / cultural phenomena ° in ° languages / cultures ° which are more or less familiar

view subdescriptors

S 2.1	°Can °identify [recognise]° sound forms [has aural recognition skills]°
S 2.1.1	Can °identify [recognise]° °simple phonetic elements [sounds]°
S 2.1.2	Can °identify [recognise]° prosodic units
S 2.1.3	Can °identify [recognise]° a morpheme or a word while listening

S 2.2	Can °identify [recognise]° written forms
S 2.2.1	Can °identify [recognise]° elementary graphic forms {letters, ideograms, punctuation marks …}
S 2.2.2	Can °identify [recognise]° °a morpheme / a word° in the written form of familiar or unfamiliar languages

S 2.3	Can make use of linguistic evidence to °identify [recognise]° words of different origin
S 2.3.1	Can °identify [recognise]° °loans / words of international origin / regionalisms°

S 2.4

Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural …}

S 2.5	Can identify languages on the basis of identification of linguistic forms
S 2.5.1	Can identify languages on the basis of phonological evidence
S 2.5.2	Can identify languages on the basis of graphic evidence
S 2.5.3	Can identify languages on the basis of known °words / expressions°
S 2.5.4	Can identify languages on the basis of known grammatical markers

S 2.6

Can identify pragmatic functions

S 2.7

Can identify discourse types

S 2.8	Can °identify [recognise]° cultural °specificities / references / affinities°
S 2.8.1	Can °identify [recognise]° °specificities / references / affinities° in cultural features manifested by other pupils in the class / other members of a group°
S 2.8.2	Can °identify [recognise]° °specificities of / references to / affinities of ° one’s own culture

S 2.9	Can °identify [recognise]° communicative variations engendered by cultural differences
S 2.9.1	Can identify the risks of misunderstanding due to differences between communicative cultures

S 2.10

Can ° identify [recognise]° specific forms of behaviour linked to cultural differences

S 2.11

Can ° identify [recognise] ° cultural prejudice

S 3 - Can compare

S 3

Can compare ° linguistic / cultural ° features of different ° languages / cultures ° [Can ° perceive / establish ° ° linguistic / cultural ° proximity and distance

view subdescriptors

S 3.1	Can apply procedures for making comparisons
S 3.1.1	Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components
S 3.1.2	Can formulate hypotheses about linguistic or cultural °proximity / distance°
S 3.1.3	Can use a range of different criteria to establish linguistic or cultural °proximity / distance°

S 3.2	°Can perceive proximity and distance between sounds [can discriminate aurally]°
S 3.2.1	Can perceive proximity and distance between °simple phonetic features [sounds]°
S 3.2.2	Can perceive proximity and distance between prosodic features
S 3.2.3	Can perceive proximity and distance between sounds at °morpheme / word° level
S 3.2.4	Can compare languages aurally

S 3.3	Can perceive proximity or distance between graphic forms
S 3.3.1	Can perceive similarities and differences between graphic forms
S 3.3.2	Can perceive proximity and distance between graphic features at °morpheme / word° level
S 3.3.3	Can compare scripts used by °two / several° languages

S 3.4	Can perceive lexical proximity
S 3.4.1	Can perceive direct lexical proximity
S 3.4.2	Can perceive indirect lexical proximity <using proximity between terms of the same family of words in one of the languages involved>
S 3.4.3	Can compare the form of loan words with their form in their original language

S 3.5	Can perceive global similarities between °two / several° languages
S 3.5.1	Can formulate hypotheses about whether languages are related on the basis of similarities between them

S 3.6

Can compare the relationships between sounds and script in different languages

S 3.7	Can compare the grammatical functioning of different languages
S 3.7.1	Can compare sentence structures in different languages

S 3.8

Can compare grammatical functions of different languages

S 3.9	Can compare communicative cultures
S 3.9.1	Can compare discourse types in different languages
S 3.9.1.1	Can compare discourse types in one’s own language with discourse types in another language
S 3.9.2	Can compare the communicative repertoires used in different languages and cultures
S 3.9.2.1	Can compare one’s own language ° repertoires / behaviours ° with those of speakers of other languages
S 3.9.2.2.	Can compare one’s own non verbal communication practices with those of others

S 3.10	Can ° compare features of a culture [perceive the cultural proximity / distance ] °
S 3.10.1	Can use a range of criteria to recognise cultural °proximity / distance°
S 3.10.2	Can perceive differences or similarities in different aspects of social life {living conditions, working life, participation in civic activities, respect of the environment …}
S 3.10.3	Can compare °meanings / connotations° corresponding to cultural features {a comparison of the concept of time …}
S 3.10.4	Can compare different cultural practices
S 3.10.5	Can relate °documents / events° from another culture to °documents / events° in one’s own culture

S 4 - Can talk about languages and cultures

S 4

Can ° talk about / explain ° certain aspects of ° one’s own language / one’s culture / other languages / other cultures °

view subdescriptors

S 4.1	Can construct explanations °meant for a foreign interlocutor about a feature of one’s own culture / meant for an interlocutor from one’s own culture about a feature of another culture°
S 4.1.1	Can talk about cultural prejudices

S 4.2

Can explain misunderstandings

S 4.3

Can explain one’s own knowledge of languages

S 4.4

Can argue about cultural diversity {advantages, disadvantages, difficulties …} and construct °his / her° own opinion about it

S 5 - Can use what one knows of a language in order to understand another language or to produce in another language

S 5

Can use knowledge and skills already mastered in one language in activities of ° comprehension / production ° in another language

view subdescriptors

S 5.1

Can construct °a set of hypotheses / a « hypothetical grammar»° about affinities or differences between languages

S 5.2	Can identify « transfer bases » <features of a language which allow a transfer of knowledge °between languages [interlingual] / within a language [intralingual] °>
S 5.2.1	Can compare transfer points in the target language with those in languages which are mentally activated <whose features readily come to mind faced with a task>

S 5.3	Can make interlingual transfers (/transfers of recognition <which establish a link between an identified feature of a known language and a feature one seeks to identify in an unfamiliar language> / transfers of production <an activity of language production in an unfamiliar language>/) from a known language to an unfamiliar one
S 5.3.1	Can °carry out transfers of form [set in motion transfer processes]° based on interphonological and intergraphemic °characteristics / regularities and irregularities°
S 5.3.2	Can carry out transfers of (semantic) content <can recognise core meanings within correspondences of meaning>
S 5.3.3	°Can establish grammatical regularities in an unfamiliar language on the basis of grammatical regularities in a familiar language / can carry out transfers at grammatical level (/transfers of function /)°
S 5.3.4	Can establish pragmatic transfers <can establish a link between communicative conventions in one’s own language and those in another language>

S 5.4

Can carry out intralingual transfers ( ° preceding / following° interlingual transfers)

S 5.5

Can check the validity of transfers which have been made

S 5.6

Can identify one’s own reading strategies in the first language (L1) and apply them to the second language (L2)

S 6 - Can Interact

S 6

Can interact in situations of contact between ° languages / cultures °

view subdescriptors

S 6.1	Can communicate in bi/plurilingual groups taking into account the repertoire of one’s interlocutors
S 6.1.1	Can reformulate (/ by simplifying the structure of the utterance / by varying the vocabulary / by making an effort to pronounce more clearly/)
S 6.1.2	Can discuss strategies for interaction

S 6.2	Can ask for help when communicating in bi/plurilingual groups
S 6.2.1	Can ask an interlocutor to reformulate what has been said
S 6.2.2	Can ask an interlocutor to repeat what has been said in a simpler way
S 6.2.3	Can ask an interlocutor to switch to another language

S 6.3	Can communicate while taking ° sociolinguistic / sociocultural ° differences into account
S 6.3.1	Can use formulae of politeness appropriately
S 6.3.2	Can use forms of address appropriately
S 6.3.3	Can resort to different speech registers according to the situation
S 6.3.4	Can use ° metaphoric / idiomatic ° ° expressions / formulae ° in accordance with the cultural background of one’s interlocutor

S 6.4	Can communicate « between languages »
S 6.4.1	Can give an account in one language of information met in °another language / other languages°
S 6.4.1.1	Can present a ° commentary / exposé° in one language based on a plurilingual set of documents

S 6.5	Can activate bilingual or plurilingual communication in relevant situations
S 6.5.1	Can ° vary / alternate ° ° languages / linguistic codes / modes of communication °
S 6.5.2	Can produce a text in which ° registers / varieties / languages ° alternate functionally (when the situation allows it)

S 7 - Knows how to learn

S 7

Can ° assume ownership of [learn] ° ° linguistic features or usage / cultural references or behaviours ° which belong to more or less familiar ° languages and cultures °

view subdescriptors

S 7.1	Can memorise unfamiliar features
S 7.1.1	Can memorise unfamiliar aural features {simple phonetic units, prosodic units, words …}
S 7.1.2	Can memorise features of unfamiliar graphic elements {letters, ideograms, words …}

S 7.2	Can reproduce unfamiliar features of a language
S 7.2.1	Can reproduce unfamiliar aural features {simple phonetic units, prosodic features, words …}
S 7.2.2	Can reproduce features of unfamiliar graphic elements {letters, ideograms, words …}

S 7.3	Can gain from previously acquired knowledge about languages and cultures during learning
S 7.3.1	Can gain from previous intercultural experiences to enrich °his / her° intercultural competence
S 7.3.2	Can use knowledge and skills acquired in one language to learn another
S 7.3.3	Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …)

S 7.4

Can gain from from transfers made (/successful / unsuccessful/) between a known language and another language in order to acquire features of that other language

S 7.5

Can get ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees

S 7.6	Can learn autonomously
S 7.6.1	Can make use of resources which facilitate learning in matters of languages and cultures
S 7.6.1.1	Can make use of linguistic tools of reference {bilingual dictionaries, grammar manuals …}
S 7.6.1.2	Can resort to other persons in order to learn (/can ask an interlocutor to correct mistakes / can ask for information or explanations/)

S 7.7	Can manage °his / her° learning in a reflective manner
S 7.7.1	Can identify °his / her° own learning ° needs / objectives °
S 7.7.2	Can deliberately apply learning strategies
S 7.7.3	° Can benefit from previous learning experiences in new situations [Can transfer learning] °
S 7.7.3.1	Can benefit from previous use of skills and knowledge in °his / her / another / other° language(s) in learning a new language
S 7.7.4	Can ° observe / check ° °his / her° own learning process
S 7.7.4.1	Can observe ° progress / lack of progress ° in °his / her° own learning
S 7.7.4.2	Can compare different methods of learning taking their successes or failures into account

Pluralistic approaches are ...
	useful
	important
	essential
... for the development of this resource.

Pluralistic approaches are ...
	useful
	important
	essential
... for the development of this resource.