әл-Фараби атындағы Қазақ Ұлттық университеті

Филология және әлем тілдері факультеті

Тілдік паспорт
 The Language Passport
The Europass Language Passport is part of the European Language Portfolio developed by the
Council of Europe. It uses the 6 European levels of the Common European Framework of Reference for
Languages (CEF) to record the level of language proficiency achieved in a standardized format.
The Language Passport provides an overview of the individual’s proficiency in different languages at
a given point in time. It is expected that the learner will update the language passport at regular intervals, to
reflect progress in language learning and the acquisition of new intercultural experiences.
The overview, based on the Self-assessment Grid is defined in terms of the skills (Listening,
Reading, Spoken Interaction, Spoken Production, Writing) and the common reference levels (A1, A2, B1,
B2, C1, C2) in the Common European Framework of Reference. It allows the user to record information on
partial and specific competences.

2
3
 The Language Passport also records formal qualifications and describes
language competences and significant language and intercultural learning experiences.
The recording of assessment by teachers, educational institutions and examinations
boards can be accommodated in the language passport in a number of different ways.
However, the principle of learner ownership means that teacher assessment should
always be separate from the learner’s self-assessment and not used to correct it.
The Language Passport should also be detachable from the rest of the model so
that it may be used by the holder for presentation purposes. (This does not apply to
ELP models for very young learners.)

4
▧ Your Language Passport is intended to provide a brief yet comprehensive overview of all
the languages that you know and your experience of learning and using them. Page 4
provides you with the space to list your “ best” languages: the languages you grew up
with. There are two categories. The first box is for your home language or languages: your
mother tongue, other languages you speak or spoke with your family, and languages you
used in your neighbourhood. The second box is for the language or languages that your
teachers spoke or speak to you in school or other educational institutions. Both boxes
include languages in which you feel more or less like a native speaker. While you may
speak these languages, however, you may not be able to read or write one or more of them.
The table allows you to indicate this. If you feel that your level in one or more of these
languages is more limited, you can describe it more exactly on page 5.

5
▧ Language Passport
templates are available for
learners aged 10 to 15 and
for upper-secondary/adult
learners. The version for
learners aged 10 to 15 is
presented as a Word
document so that users may
adapt it and give it a graphic
design appropriate to their
context. The so-called
standard adult Language
Passport, used in most
▧ NB The standard
Language Passport for
adults comes with a set of
notes for the holder to help
him or her fill it in.
▧ A standard Language
Passport Summary is part
of the European Union’s 
Europass curriculum vitae.
ELP owners may use it to
complement or include in
their curriculum vitae. It
6 can also be used as an
Page 5 is the place to record those languages that you have learnt to use up to a
particular level. You may have learnt these languages either in school, in
special language classes or in more informal ways such as travel or stays
abroad. For these languages you are invited to assess your proficiency using
the levels illustrated in the Self-Assessment Grid (p. 11). Use the descriptors
that are to be found in the checklist section of the Language Biography of
your ELP. Note that you can record modest levels of proficiency in a
language: even limited skills can be very useful in many situations. On the
other hand, you may have a very high level of proficiency, but the language
still doesn’t feel like your “ best” language or languages.

7
 How to complete the Language Passport of your European Language
Portfolio (ELP)

▧ There are different ways to complete the different tables for each of
your languages: • You can shade in the box if you think you have
reached that level. • You can shade in part of the box if you think you
can do some of the things that are described as typical of that level, or
if you think you can do those things but not with confidence. • You
can write dates into the boxes to indicate when you reached that level.
In this way, the Passport will show your progress as well as your
achievement. Note that you can write the date in (parts of) boxes that
you have also shaded.

8
Page 6 provides information on how your proficiency in different
languages has been developed through formal language learning: the
courses you followed in school and then in further education and
training or other language courses in language schools or institutions
of lifelong learning. You are invited to list the languages you learnt in
the different courses you attended. You can then indicate, for example,
how many hours a week the course was, or if it used particular
technology. If the course covered any special areas, such as business
language, you can mention this as well. Finally you can note when the
course started and ended. In primary school, an indication of the year
will probably suffice; for other courses, you can add the months as
well.
9
▧ Pages 7-9 provide you with the opportunity to illustrate how your
proficiency in different languages and your skills in coping with
different cultures has been shaped and developed by your experience,
i.e. through actual language use. When entering the details of your
different experiences it is useful to indicate the sorts of tasks that you
were able to perform and whether they involved both your spoken and
written language skills. You can also list important intercultural
experiences here: significant encounters you have had directly or
indirectly with other cultures. Valuable linguistic and intercultural
experiences should also be documented in the Dossier section of your
ELP.

10
The areas covered are: EUROPEAN LANGUAGE PORTFOLIO / PORTFOLIO EUROPÉEN DES LANGUES Council of Europe /
Conseil de l’Europe 3 • education and training: for example you may have taken a course through the medium of another
language, or you may have had to work with a textbook in another language. (NB This section is not intended to include the
main language(s) through which you were educated. See page 4 for those.) • work: for example you may have worked abroad,
had contacts with colleagues or business partners in a different language, or worked with people in your home region but in a
different language • living or travelling in a region where another language is spoken: there may be some overlap with page 6 if
your stay abroad included attending a course of some kind. • mediation: this section is for situations where you have been able
to profit from the fact that you speak more than one language in order to work in multilingual situations (switching from one
language to another). There is space to list two languages (for example mediation between English and French) but you can add
more languages if you were involved in translating between three or more languages. • other areas of use: this is for any other
situations in which you have used another language, for example, in your community, for your hobby, etc. Page 10 is where you
can record any certificates or diplomas that you have obtained during your learning process. If you are not sure of the level that
the certificate represents, you can ask a teacher for advice, or you can leave the column blank. Don’t forget that you can append
to your Language Passport other forms of attestation of your proficiency, for example references from employers in different
countries, educational qualifications that you have obtained through the medium of another language, etc. These documents are
all ones that you can store in your ELP Dossier. Pages 11-12 contain the Self-Assessment Grid in English and French. The grid
illustrates the levels of proficiency described in the Common European Framework of Reference for Languages.

11
 Thanks!
Any questions?

12