At the begining of the course

A - An exact evaluation of the starting level

Evaluating a student's ability to communicate in French as well as his theoretical knowledge of the language at the beginning of every training course, permits to:

• Establish students' levels according to their skills in different areas.

• Determine their strong and weak points.
• Indicate concrete objectives.
• Measure and valorise their progress.
  
  

This evaluation is based on the five principal aspects of the mastery of a foreign language:

• Spoken language
• Written language
• Oral comprehension
• Written comprehension
• Structural competence
  
  

The starting level is determined on a scale of 6 levels based on the joint European frame of reference for learning and teaching languages (Strasbourg 2000) of the European Council (table 1). French foreign language diplomas (DELF – DALF are recognised within this official scale of reference. It offers a jointly recognised evaluation system for companies and training organisms within the EU. )

B - An analysis of individual needs

Prior to the course, the analysis of a student's specific needs permits choosing an 'à la carte' training course, keeping into consideration a student's ability to communicate in French, personal objectives and professional, family, geographic etc. imperatives.

E.g. A student with a sufficiently high starting level, can follow more specialised language training (e.g. economic, commercial, cultural, literary, general knowledge, written French, etc.).

C - Synthesis and training strategy

The evaluation of a student's level and the analysis of his/her needs makes it possible to prepare a strategy that is regularly reviewed throughout the training course by both teacher and student.

The success of a language course depends on very dynamic teamwork in which both teacher and student contribute actively through permanent and very open dialogue on the method used as well as progress made.