The Language Profile
The aim of the language profile is to
- strengthen the student’s understanding of their language skills, strengths, and areas of growth
- strengthen the student’s ability to identify and describe their language skills
- develop the student’s self- and peer-assessment skills
- support lifelong learning and personal development.
The implementation and content of the language profile is decided locally. The materials on this website can be made use of in the design and implementation of the local language profile.
Content and Implementation
What should the Language Profile include?
At the beginning of their studies, students are guided to:
Compile descriptions of their skills in each language
In the description, the student
- assesses their skills in different languages
- sets goals for their learning
- considers ways to achieve the set goals.
Reflect on and describe their language learning skills
This part may take into account, for example, the student’s
- own strengths and areas of growth
- insights into what might increase their motivation and sense of purpose
- self-assessment skills and handling feedback.
Reflect on and specify where and for what purposes language skills can be utilised
These might entail, for example
- future studies
- job opportunities
- free time and hobbies
- international opportunities.
The student’s language skills cover mother tongues, languages learned in school and language skills acquired outside school. Students can work on descriptions of their skills independently or in collaboration with a teacher and / or other students. The student decides, independently or together with the teacher, timelines for the learning objectives. The timeline may be a part of the general upper secondary education, but preferably all of your general upper secondary time. In order to make the concept of accumulating language skills throughout life (lifelong learning) more real, it is a good idea to set goals for a longer period of time, for example, five years from now. The goals set by the student for themselves will be returned to at least in Module 6 of the A-level language.
At the end of their studies the latest, each student is encouraged to prepare their own language CV.
A language CV should include
- Competence descriptions for each language the student knows at the CEFR skill level alongside a verbal description.
- Description of accumulated international competence.
- International competence refers to contextual knowledge (in the target language) and world citizenship skills (me and the world), i.e. historical, political and cultural knowledge in the target language or languages. The description may include, for example, information about popular culture or the media related to everyday life, discussion, and current affairs. Information about the contexts in which the student uses their intercultural skills, such as hobbies and work, can be added to the description.
Language profile as a part of all learning
In the language profile, language skills are approached from a holistic perspective; Language skills include situational, contextual, and goal-specific skills, such as the ability to influence with words, the ability to face otherness and the ability to act with language awareness. Different language skills are viewed as different degrees and also as overlapping abilities to function both in general upper secondary and, above all, afterwards in studies, work and global communities. At the same time, it highlights how combining the content and language of different subjects opens up opportunities for the acquisition of a wide range of competences.
The website has been developed to provide templates to include the language profile into each language module and to encourage the integration of language subjects (foreign languages, mother tongue, literature) with other subjects (mathematics, history, psychology, visual arts, physical education, etc.). Such an implementation may require more co-operation and joint planning time from teachers, but at the same time directs the development of large-scale competences in different contexts in accordance with NCC2019. At the same time, both students and teachers perceptions and understanding of the importance of language in all learning are strengthened. Language awareness supports every student’s learning.
The language profile and assessment
The language profile is primarily a tool for students. It instructs the student to monitor their own learning and development and to develop their own self-assessment and peer-assessment skills. Thus, teachers can make use of the language profile especially as a tool for formative assessment. Teachers guide this process and can use the content of the language profile to provide feedback on the student’s competence.
For more information on diverse assessment in language teaching, see EDUFI website.
Using the site’s materials
The materials on this website are all free to use and edit. We recommend returning to some tasks at different stages of studies.