Language-specific Curriculum

To articulate language competence in the most detailed layer of the UN Language Framework, the Language-specific Curriculum, it is indispensable to establish a shared understanding of how to put language into practice effectively. This conceptualization is called a language model.

The language model developed for the UN Language Framework plays a fundamental role in defining how proficiency is demonstrated and evaluated, and how pedagogical content is created and delivered.

Language competence encompasses not only knowledge of the language rules and system, but also applies to the customs, conventions and ways in which this language is used, as well as sociocultural elements.

The language competence model represents

  • the action-oriented nature of human communication
  • the role of language users, at the centre
  • the language as system (linguistics), language in use (pragmatics) and language as cultural expression

The Language-specific Curriculum is divided into six separate documents, one for each official UN language. The introduction constitutes a specific guideline for those involved in language training programmes, instructional designers, and developers of learning materials and language assessments.

Based on the language model components and categories, the Language-specific Curriculum main body is composed of lists, inventories of the indispensable language minimum that should be mastered to acquire a UN level.

The inventories are not exhaustive or linear; concepts are expanded with examples where possible. The inventories may also be extended to respond to relevant learning needs, such as technical or specific fields of vocabulary.

The Pragmatic Competence inventory comprises functions or speech acts: what users do when using the language for a communicative purpose.

The Linguistic Competence inventory includes morphology and syntax, and lexis: the linguistic tools enabling users to carry out the learning objectives (typical tasks).

The Sociocultural Competence explains cultural and sociolinguistic conventions: appropriacy and a general approach about how to address aspects of variation, register and intercultural competence.

An illustration depicting the language competence model, showcasing various components of language skills and proficiency levels.

The language competence model is presented as a semicircle to indicate the interdependent, overlapping components and categories.

Language and culture

In the context of the United Nations, learning and assessing any language shall consistently refer to topics that are socially and geographically representative of cultural realities, considering the intersection of language and cultural expressions, human relations, reactions and attitudes.

Individual factors - such as curiosity and immersion or contact with the target culture(s) - play an essential role in developing sociocultural skills, while sociocultural competence does not necessarily progress in parallel with the development of linguistic skills.

Sociocultural competence encompasses:

  • the ability to produce and understand utterances appropriately
  • rules of politeness
  • sensitivity to register, dialect or variety
  • norms of stylistic appropriateness
  • sensitivity to "naturalness"
  • knowledge of idioms and figurative language
  • knowledge of culture, customs and institutions
  • knowledge of cultural references
  • uses of language through interactional skills to establish and maintain social relationships