The University of Twentehas established a general language policy. The TCP Language Centre takes the language requirements set for the various groups within the university as the basis for its courses and assessment activities.
The required norms are:
lecturers CEF C2 (IELTS 7.5)
PhDs CEF B2/C1 (IELTS 6.5)
students CEF B2/C1 (IELTS 6.0/7.0, depending on the requirements set by the department)
support staff varies according to position
All our courses and assessments are linked to the Common European Framework of Reference (CEF). The framework describes in great detail what a language learner should be able to do at a particular level of proficiency, the so-called can-do-statements. Five different skills are distinguished: reading, writing, listening, spoken production, spoken interaction. For each skill six levels are defined, from A1- C2.
The CEF-level at which a TCP-course is aimed is mentioned in the course description. In order to make sure course participants receive training at the right level, a placement test is standard procedure. The European online test Dialanggives detailed information on the learner's CEF-levels; the TCP often uses this test as part of the intake or assessment procedure. The CEF-level of the course is also stated on the course certificate.
The most basic definition of the CEF-levels is as follows:
Common European Framework of Reference: Global scale
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Source: Common European Framework of Reference for languages: Learning, teaching, assessment