A1 Attention
• to foreign languages, cultures and/or persons
• to linguistic, cultural and/or human diversity in the environment
• to language in general
• to linguistic, cultural and/or human diversity in general
| A-1 |
Attention  to "foreign" languages, cultures or persons; to linguistic, cultural or human diversity in the environment; to language in general; to linguistic, cultural or human diversity in general (as such) |
view subdescriptors
| A-1.1 |
 Attention to language (to semiotic manifestations), to cultures or to persons in general |
| A-1.1.1 |
Attention to verbal and nonverbal signs of communication |
| A-1.1.2 |
Considering or apprehending linguistic or cultural phenomena as an object of observation or reflection |
| A-1.1.3 |
Attention to (or paying attention to) the formal aspects of language in general, particular languages or cultures |
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A2 Sensitivity
| A-2 |
Sensitivity to the existence of other languages, cultures or persons or to the existence of linguistic, cultural or human diversity |
view subdescriptors
| A-2.1 |
Sensitivity towards one’s own language or culture and other languages or cultures |
| A-2.2 |
Sensitivity to linguistic or cultural differences |
| A-2.2.1 |
Being aware of different aspects of language or culture which may vary from language to language or from culture to culture |
| A-2.2.1.1 |
Being aware of the diversity of linguistic universes (e.g. sounds, graphics, syntactic organisations, etc.) or cultural universes (e.g. table manners, traffic laws, etc.) |
| A-2.2.2 |
Being aware of the (local, regional, social or generational) variants of a same language (dialects, etc) or culture |
| A-2.2.3 |
Being aware of traces of otherness in a language (for example of loan words) or in a culture |
| A-2.3 |
Sensitivity to linguistic or cultural similarities |
| A-2.4 |
Being sensitive both to differences and to similarities between different languages or cultures |
| A-2.4.1 |
Being sensitive to the great diversity of manners of greeting, of initiating communication, of expressing temporality, of eating, of playing, etc., as well as to the similarity of universal needs to which these manners relate |
| A-2.5 |
Sensitivity to plurilingualism and to pluriculturalism in the immediate or remote environment |
| A-2.5.1 |
Being sensitive to (or aware of) the linguistic or cultural diversity of society |
| A-2.5.2 |
Being sensitive to (or aware of) the linguistic or cultural diversity of the classroom |
| A-2.5.2.1 |
Being sensitive to the diversity of languages or cultures present in the classroom (when these are set side by side with one’s own linguistic or cultural practices or knowledge) |
| A-2.6 |
Sensitivity to the relativity of linguistic or cultural uses |
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A3 Curiosity
| A-3 |
 Curiosity about or interest in “foreign” languages, cultures, persons, in pluricultural contexts, in the linguistic, cultural and human diversity of the environment or in linguistic, cultural, human diversity in general (as such) |
view subdescriptors
| A-3.1 |
Curiosity about a multilingual or multicultural environment |
| A-3.2 |
Curiosity about discovering how (one’s own or other) language(s) or culture(s) work(s) |
| A-3.2.1 |
Being curious about (and wishing) to understand the similarities and differences between one’s own language or culture and the target language or culture |
| A-3.3 |
Interest in discovering other perspectives of interpretation of familiar or unfamiliar phenomena both in one’s own culture (language) and in other cultures (languages) or cultural (linguistic) practices |
| A-3.4 |
Interest in understanding what happens in intercultural or plurilingual interactions |
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A4 Acceptance
| A-4 |
Positive acceptance of linguistic or cultural diversity, of others or of what is different |
view subdescriptors
| A-4.1 |
Mastery of one’s resistances or reticence towards what is linguistically or culturally different |
| A-4.2 |
Accepting the fact that another language or culture may function differently from one’s language or culture |
| A-4.2.1 |
Accepting the fact that another language can organise the construction of meaning on phonological and semantic distinctions or syntactic constructions which differ from those of one’s own language |
| A-4.2.2 |
Accepting the fact that another culture may make use of different cultural behaviours (e.g. table manners, rituals, etc.) |
| A-4.3 |
Accepting the fact that another language or culture may include elements which differ from those of one’s own language or culture |
| A-4.3.1 |
Accepting the existence of sounds (i.e. phonemes) or prosodic and accented forms which differ from those of one’s own language |
| A-4.3.2 |
Accepting the existence of signs and typographies which differ from those of one’s own language (e.g. inverted commas, accents, “ß” in German, etc.) |
| A-4.3.3 |
Accepting the existence of cultural features (e.g. institutions (educational, judiciary, etc. ), traditions (meals, celebrations, etc.) artefacts (clothes, tools, food, games, habitat, etc.)) which may differ from those of one’s own culture |
| A-4.4 |
Accepting the existence of other modes of interpretation of reality or other value systems (the expression of the implicit through language, the meaning of behaviours, etc.) |
| A-4.5 |
Acceptance (or recognition) of the importance of all languages or cultures and the different places they occupy |
| A-4.5.1 |
Acceptance (or recognition) or taking into account of the value of all the languages or cultures in the classroom |
| A-4.5.1.1 |
Positive acceptance of minority languages or cultures in the classroom |
| A-4.6 |
Reacting without an a priori negative slant to (the functioning of) “bilingual talk” (i.e. way of speaking which resort to two (or more) languages used alternately, essentially between speakers sharing the same plurilingual repertoire) |
| A-4.7 |
Reacting without an a priori negative slant to “mixed” cultural practices (integrating elements from several cultures: musical, culinary, religious, etc.) |
| A-4.8 |
Accepting the spread and the complexity of linguistic or cultural differences (and, consequently, the fact that one cannot know everything) |
| A-4.8.1 |
Acceptance (or recognition) of the linguistic or cultural complexity of individual or collective identities as a legitimate characteristic of groups and societies |
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A5 Openness
| A-5 |
Openness to the diversity of languages, people or cultures of the world, to diversity as such (to difference itself, to alterity) |
view subdescriptors
| A-5.1 |
Empathy with (openness to) alterity or otherness |
| A-5.2 |
Openness to allophonic speakers (and their languages) |
| A-5.3 |
Openness to languages or cultures |
| A-5.3.1 |
Openness towards languages or cultures which are viewed with less regard (e.g. minority languages or cultures, languages or cultures belonging to migrants, etc.) |
| A-5.3.2 |
Openness towards foreign languages and cultures taught at school |
| A-5.3.3 |
Openness towards the unfamiliar (linguistic or cultural) |
| A-5.3.3.1 |
Being open (and mastering one’s own eventual resistances) to what seems incomprehensible and different |
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A6 Respect
| A-6 |
Respect or regard for “foreign” or “different” languages, cultures or persons; for the linguistic, cultural or human diversity of the environment; for linguistic, cultural or human diversity as such (in general)
|
view subdescriptors
| A-6.1 |
Respect for differences and diversity (in a plurilingual and pluricultural environment) |
| A-6.2 |
Valuing (or appreciating) linguistic or cultural contacts |
| A-6.2.1 |
Considering that loans from other languages or cultures become part of the reality of a language or culture and may contribute to enriching it |
| A-6.3 |
Having regard for (or valuing) bilingualism |
| A-6.4 |
Considering all languages as equal in dignity |
| A-6.5 |
Having respect for human dignity and equality of human rights for everybody |
| A-6.5.1 |
Respecting (or valuing) each individual’s language and culture |
A-6.5.2
|
Considering each language or culture as a means of human development, of social inclusion and as an indispensable condition in the exercise of citizenship |
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Disposition, motivation, will or desire to engage in activity related to languages or cultures, and to the diversity of languages and cultures
A 7 Disposition or motivation
| A-7 |
Disposition or motivation with respect to linguistic or cultural diversity or plurality |
view subdescriptors
| A-7.1 |
Disposition motivation with respect to linguistic or cultural diversity or plurality |
| A-7.2 |
Readiness to engage in pluralistic (verbal or non verbal) communication while following the rituals and conventions appropriate to the context |
| A-7.2.1 |
Readiness to try to communicate in the language of others and to behave in a manner considered appropriate by others |
| A-7.3 |
Readiness to face difficulties linked to plurilingual or pluricultural situations and interactions |
| A-7.3.1 |
Ability to deal (confidently) with what is new or strange in the linguistic or cultural behaviour or in the cultural values of others |
| A-7.3.2 |
Readiness to accept the anxiety which is inherent in plurilingual or pluricultural situations and interactions |
| A-7.3.3 |
Readiness to live linguistic or cultural experiences which do not conform to one’s expectations |
| A-7.3.4 |
Readiness to experience a threat to one’s identity (or to feel loss of individuality) |
| A-7.3.5 |
Readiness to be considered as an outsider |
| A-7.4 |
Disposition to share one’s linguistic or cultural knowledge with others |
| A-7.5 |
Motivation to study or compare the functioning of different languages (e.g. structures, vocabulary, systems of writing, etc.) or cultures |
| A-7.5.1 |
Motivation for the observation and analysis of more or less unfamiliar linguistic or cultural phenomena |
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A 8 Willingness or desire
| A-8 |
A wish or a will to be involved or to act in connection with linguistic or cultural diversity or plurality or in a plurilingual or pluricultural environment |
view subdescriptors
| A-8.1 |
Determination to take up the challenge of linguistic or cultural diversity (going beyond simple tolerance, towards deeper levels of understanding and respect, towards acceptance) |
| A-8.2 |
Participating consciously in the construction of one’s own plurilingual or pluricultural competence; voluntary involvement in the development of the process of plurilingual or pluricultural socialisation |
| A-8.3 |
Determination to build or to participate in a shared language culture (built on knowledge, values and attitudes to language, shared in general by a community) |
| A-8.4 |
Determination to construct a language culture solidly based on “tested” knowledge of languages and language |
| A-8.4.1 |
Commitment to have at one’s disposal a linguistic culture which helps to better understand languages (e.g. where languages come from, how they evolve, what makes them similar or different, etc.) |
| A-8.4.2 |
The will to verbalise or discuss representations one may have of certain linguistic phenomena (e.g. loans, “mixing” of languages, etc.) |
| A-8.5 |
A wish to discover other languages, cultures or peoples |
| A-8.5.1 |
A wish to encounter other languages, cultures or peoples linked to the personal or family history of persons one knows |
| A-8.6 |
The will or the wish to be involved in communication with persons from different cultures or to come into contact with others |
| A-8.6.1 |
The will to interact with members of the receiving culture or language (i.e. not avoiding members of this culture or language; not seeking only the company of members of one’s own culture) |
| A-8.6.2 |
The will to try to understand the differences in behaviour, in values or in attitudes of members of the receiving culture |
| A-8.6.3 |
The will to establish a relationship of equality in plurilingual or pluricultural interaction |
| A-8.6.3.1 |
A commitment to helping persons from another culture or language |
| A-8.6.3.2 |
Accepting help from persons of another culture or language |
| A-8.7 |
The will (or commitment) to assume the implications or consequences of one’s decisions and behaviours (i.e. ethical dimension, responsibility) |
| A-8.8 |
The will to learn from others (their language or their culture) |
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Attitudes or stances of : questioning, distanciation, decentration, relativisation
A9 - Questioning
| A-9 |
An attitude of critical questioning or a critical position towards language or culture in general |
view subdescriptors
| A-9.1 |
A will to ask questions relative to languages and cultures |
| A-9.2 |
Considering the following as objects about which questions may arise: languages or cultures; linguistic or cultural diversity; linguistic or cultural “mixes”; the learning of languages, their importance, their utility etc. |
| A-9.2.1 |
Considering the way languages and their different units (e.g. phonemes, words, sentences or texts) function as objects of analysis and reflection |
| A-9.2.2 |
Considering the way cultures and their domains (e.g. institutions, rituals or uses) function as objects of analysis and reflection |
| A-9.2.3 |
Considering one’s own representations and attitudes towards bilingualism, plurilingualism or cultural mixing as objects about which questions may arise |
| A-9.2.4 |
Having a critical attitude in respect of the role of language in social relations (e.g. of power, inequality, the attribution of identity, etc) or the socio-political aspects linked to the functions and statuses of languages |
| A-9.2.4.1 |
Having a critical attitude to the use of language as an instrument of manipulation |
| A-9.3 |
The will to question the values and presuppositions of the cultural products and practices of one’s own environment or of other cultural contexts |
| A-9.3.1 |
Ability to assume a critical distance from information and opinions produced by media, common sense or one’s interlocutors about one’s own community or about other communities |
| A-9.4 |
A critical attitude to one’s own values (or norms) or the values (or norms) of others |
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A 10 Willingness
| A-10 |
A will to construct "informed" knowledge or representations |
view subdescriptors
| A-10.1 |
The will to possess a more considered or less normative view of linguistic or cultural phenomena (e.g. loans, linguistic or cultural mixes, etc.) |
| A-10.2 |
The will to take complexity into account or the will to avoid generalisations |
| A-10.2.1 |
A will to possess a differentiated view of different forms and types of plurilingualism |
| A-10.3 |
A will to take a critical distance from conventional attitudes about or concerning cultural differences |
| A-10.4 |
The will to overcome barriers or to be open in relation to languages, cultures or communication in general |
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A 11 Disposition to suspend judgement
| A-11 |
The disposition or the will to suspend one’s judgement, one’s acquired representations or one’s prejudices |
view subdescriptors
| A-11.1 |
Being disposed to distance oneself from one’s own language or culture or look at one’s own language from the outside |
| A-11.2 |
Disposition to suspend judgement about one’s own culture or other cultures |
| A-11.3 |
The will to combat (deconstruct or overcome) one’s prejudices towards other languages or cultures and their speakers or members |
| A-11.3.1 |
Being attentive to one’s own negative reactions towards cultural or linguistic differences (e.g. fears, contempt, disgust, superiority, etc.) |
| A-11.3.2 |
Being ready to adopt attitudes to diversity which conform to knowledge one may acquire or may have acquired from it |
| A-11.3.3 |
Taking a view of languages as dynamic, evolving or hybrid (as opposed to the notion of the “purity of language”) |
| A-11.3.4 |
Being ready to discard one’s prejudices about languages which have been marginalized (e.g. regional languages, the languages of migrant learners, sign languages, etc.) |
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A 12 Disposition toward process of relativisation
| A-12 |
Disposition to starting a process of linguistic or cultural decentring or relativising |
view subdescriptors
| A-12.1 |
Being ready to distance oneself from one’s own cultural perspective and to be attentive to the effects that this may have on one’s perception of phenomena |
| A-12.2 |
Accepting to suspend (even provisionally) or to question one’s (verbal or other) practices, behaviours or values and to adopt (even provisionally in a reversible manner) behaviours, attitudes or values other than those which have so far constituted one’s linguistic and cultural “identity” |
| A-12.2.1 |
Being ready to decentre oneself relative to the mother tongue(s) and culture(s) or the language(s) and culture(s) of school |
| A-12.2.2 |
Being ready to put oneself in the place of the other |
| A-12.3 |
Disposition to go beyond evidence developed in relation with the mother language or culture in order to comprehend languages or cultures, whichever these may be (e.g. better understanding the way they function) |
| A-12.4 |
Disposition to reflect on the differences between languages or cultures and on the relative nature of one’s own linguistic or cultural system |
| A-12.4.1 |
Readiness to distance oneself from formal similarities |
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Readiness to adapt, self-confidence or sense of familiarity
A 13 Readiness to adapt
| A-13 |
The will or the disposition to adapt; Flexibility |
view subdescriptors
| A-13.1 |
The will to adapt or to be flexible in one’s own behaviour when interacting with persons who are linguistically or culturally different from oneself |
| A-13.2 |
Being ready to go through the different stages of the process of adaptation to another culture |
| A-13.2.1 |
The will to (try to) manage the frustrations or emotions created by one’s participation in another culture |
| A-13.2.2 |
The will to adapt one’s own behaviour to what one knows or learns about communication in the host culture |
| A-13.4 |
The will to cope with different manners of perception, expression or behaviour |
| A-13.5 |
Tolerating ambiguity |
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A 14 Self Confidence
| A-14 |
Having self-confidence or feeling at ease |
view subdescriptors
| A-14.1 |
Feeling capable of coping with complexity or diversity of contexts or speakers |
| A-14.2 |
Being self-confident in a situation of communication (expression, reception, interaction or mediation) |
| A-14.3 |
Having confidence in one’s own abilities in relation to languages (their study, their use) |
| A-14.3.1 |
Confidence in one’s capacities of observation or of analysis of little known or unknown languages |
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A 15 Sense of familiarity
| A-15 |
A feeling of familiarity |
view subdescriptors
| A-15.1 |
A feeling of familiarity linked to similarities or proximities between languages or between cultures |
| A-15.2 |
Considering every language or culture as “something” accessible (some aspects of which are already known) |
| A-15.2.1 |
A (progressive) feeling of familiarity with new characteristics or practices of a linguistic or cultural order (e.g. new sound systems, new ways of writing, new behaviours, etc.) |
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A 16 Identity
| A-16 |
Assuming one’s own (linguistic or cultural) identity |
view subdescriptors
| A-16.1 |
Being sensitive to the complexity or to the diversity of the relationship which every person has with language(s) or cultures |
| A-16.1.1 |
Readiness to consider one’s own relation to different languages or cultures in view of their history or their actual situation in the world |
| A-16.2 |
Accepting a social identity in which the language(s) one speaks or the culture(s) one affiliates to occupy an important position |
| A-16.2.1 |
Assuming oneself (or seeing oneself) as a member of a social, cultural or linguistic (eventually plural) community |
| A-16.2.2 |
Accepting a bi/plurilingual or bi/pluricultural identity |
| A-16.2.3 |
Considering that a bi/plurilingual or bi/pluricultural identity is an asset |
| A-16.3 |
Considering one’s own historical identity with confidence or pride while respecting other identities |
| A-16.3.1 |
Self-esteem, irrespective of which language(s) or culture(s) (e.g. minority or denigrated language or culture) one belongs to |
| A-16.4 |
Being attentive (or vigilant) to the dangers of cultural impoverishment or alienation that contact with another or other (dominant) language(s) or culture(s) may bring about |
| A-16.5 |
Being attentive (or vigilant) to the possibilities of cultural openness or enrichment that contact with another or other language(s) or culture(s) may bring about |
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Attitudes to learning
A 17 Sensitivity
| A-17 |
Sensitivity to experience |
view subdescriptors
| A-17.1 |
Being sensitive to the extent, the value or the interest of one’s own linguistic or cultural competences |
| A-17.2 |
Assigning value to linguistic knowledge or skills, irrespective of the context in which they have been acquired (e.g. within school or outside school) |
| A-17.3 |
Being ready to learn from one’s errors |
| A-17.4 |
Having confidence in one’s own abilities in language learning or in one’s abilities to extend one’s own linguistic competences |
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A 18 Motivation
| A-18 |
Motivation to learn languages (e.g. language(s) of schooling, family, foreign or regional language(s) etc.) |
view subdescriptors
| A-18.1 |
A positive attitude towards the learning of languages (and the speakers who speak them) |
| A-18.1.1 |
Interest in the learning of language or languages of schooling (i.e. especially for allophonic learners) |
| A-18.1.2 |
A wish to perfect one’s mastery of the mother language or the language of schooling |
| A-18.1.3 |
A desire to learn other languages |
| A-18.1.4 |
An interest in the learning of languages other than those for which teaching is actually available |
| A-18.1.5 |
An interest in the learning of languages less or little taught in formal schooling |
| A-18.2 |
An interest in more conscious or more programmed language learning |
| A-18.3 |
Being disposed to follow up the linguistic learning started within a formal teaching context in an autonomous fashion |
| A-18.4 |
Disposition to learn languages throughout one’s life |
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A 19 Willingness to learn
| A-19 |
Attitudes aiming to construct pertinent and informed representations for learning |
view subdescriptors
| A-19.1 |
Disposition to modify one’s own knowledge or representations of the learning of languages when these appear to be unfavourable to learning (negative prejudice ) |
| A-19.2 |
Interest in learning techniques or in one’s own learning style |
| A-19.2.1 |
Self-questioning on adapted or specific comprehension strategies used when faced with an unknown language or code |
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