| dc.description.abstract | The relevance of foreign languages within educational systems is indisputable. They
have become a key element on account of globalisation, new technologies and the
arrival of the so-called Communication Era. Governments and educational centres,
motivated by the pressure of the labour market and the very interest of educational
agents (teachers, families, students), have been crucial to make of this field a
prominent axis of educational projects.
In an increasingly global and competitive society, the external evaluation of
languages has been established to validate the quality of educational systems and to
provide students with certificates and diplomas which grant access to different
educational institutions, international mobility or the labour market itself.
In particular, this Master’s Dissertation analyses the DELF-DALF diplomas
(Diplôme d’Études de Langue Française and Diplôme Approfondi de Langue
Française). These certifications are organised by the French Ministry of Education
through the CIEP (Centre International d’Études Pédagogiques) and have been
adapted to the Common European Framework of Reference for Languages (CEFRL).
The interest of this work is to analyse how language proficiency is evaluated and
certified by external institutions within multilingual environments. We thoroughly
examine the evaluation method of these diplomas regarding their evaluation rubrics,
descriptors and format so as to extract some of the specific circumstances that may
influence the linguistic performance of bilingual speakers.
The author, teacher of French as a foreign language and corrector-examiner of
DELF-DALF diplomas, performs a theoretical analysis according to the foundations
of the exams, the linguistic features of bilingual speakers and the public-domain
correction criteria of the DELF-DALF diplomas. | |
