LEVELS AND MODULES
To acquire second-language skills, improve abilities to understand, communicate and write in French or English, and pass official-language evaluations. The Transprof Group [MU1] offers three training programs for public service employees.
Reading comprehension (levels A, B and C);
Written expression (levels A, B and C);
Oral proficiency (levels A, B and C).
Reading Comprehension (levels A, B and C):
Level A is the minimum level required for reading comprehension in the second language for positions that require comprehension of texts on topics of limited scope.
Persons reading at this level can:
fully understand very simple texts;
grasp the main theme of texts about familiar topics, and
read and understand simple points of information such as dates, numbers or names from relatively more complex texts in order to perform the routine tasks of a job.
Level A is the minimum level required for reading comprehension in the second language for positions that require comprehension of most texts of a descriptive or factual nature on work-related topics
Persons reading at this level can:
grasp the general meaning of most texts;
identify specific details in them.
Level C is the level of skill required for reading comprehension in the second language for positions that require comprehension of texts that deal with a wide variety of work-related topics.
Persons reading at this level can:
grasp the greater part of complex details, recognize allusions and inferences;
understand the gist of texts dealing with specialized or less familiar questions;
distinguish between main and subsidiary ideas.
Written expression (levels A, B and C):
The SLE test of written expression in the second official language evaluates all the levels of skill required for bilingual positions in the Public Service. Each of the skill levels is defined below.
Can write limited units of information in the second language. Can write isolated words, phrases, simple statements or questions on very familiar topics using words of time, place or person.
Can write short descriptive or factual texts in the second language. Can write with sufficient mastery of grammar and vocabulary to deal with explicit information on work-related topics.
Can write explanations or descriptions in a variety of informal and formal work-related situations. Can write texts in which the ideas are developed and presented in a coherent manner in which vocabulary, grammar and spelling are generally appropriate and require few corrections.
An exemption from further second language written expression testing will be granted to persons who obtain a sufficiently high mark to indicate that they do not need to be evaluated again for this ability.
Oral Proficiency (levels A, B and C):
Understand most speech that deals with concrete and routine topics and is delivered slowly and clearly in standard speech. Can make themselves understood in short contributions, even though pauses and false starts are very evident. Can talk about their routine activities and handle a simple question-and-answer exchange. Have sufficient basic vocabulary and grammatical structures to conduct routine transactions involving familiar situations and topics. Use structures and vocabulary borrowed from another language, which can interfere with the clarity of the message. Have pronunciation that requires close attention from the listener, but there are no long stretches that are unclear.
Can understand the main points of clear standard speech that deals with concrete, work-related topics and is delivered at normal speed. Can give a simple description of a concrete topic and explain main points comprehensibly. Can compare and discuss alternatives when complications arise. Can speak with some spontaneity, although pauses for grammatical and lexical planning and repair are evident in longer stretches. Have sufficient vocabulary and a variety of simple grammatical structures to handle concrete, non-routine situations and topics. May be miscommunicating in some areas, but most stretches are clear. Have pronunciation that is generally clear enough to be understood, despite an evident accent from another language. Will, at times, be asked by the listener to repeat or clarify.
Can understand linguistically complex speech that deals with work-related topics and is spoken in standard dialect at normal speed. Can give clear, detailed descriptions of complex topics and can summarize a discussion. Can express and sustain opinions and respond to complex and hypothetical questions. Have a fairly natural and even delivery, with occasional hesitations, but most hesitations are to search for ideas. Have a broad range of vocabulary and grammatical structures allowing them to talk about complex and abstract topics with a relatively high degree of control. Make errors, but these rarely lead to misunderstanding. Have pronunciation that is clear, even if an accent from another language is noticeable. Have occasional mispronunciations but they rarely interfere with communication.
Exemption: Exemption from further testing because linguistic performance contains no major weaknesses. Can handle most situations in the second official language with excellent control of the language and a high degree of ease.
SLE - Test of Oral Proficiency: description of the test
The Second Language Evaluation Test of Oral Proficiency (SLE-TOP) evaluates your ability to speak and understand your second official language (French or English). A certified assessor administers the test, which includes language activities about work-related topics. The test is administered by telephone or in person, and lasts 20 to 40 minutes. It includes the following four parts.
Part 1: Questions and answers about work or other familiar activities
1. You answer brief questions about your work or other familiar activities (e.g., studies or volunteer activities, if you are not currently employed) for which short, factual responses are expected.
2. Duration: two to six minutes.
Part 2: Evaluation of comprehension and oral expression – short messages and brief conversations
The assessor will play you two short telephone messages (10 to 15 seconds each) and two brief work-related conversations (30 to 35 seconds each).
After listening to each recording twice, you are asked to identify the reason for the call, what needs to be done or what help is being offered.
Duration: about seven minutes.
Part 3: Short talk with follow-up questions
The assessor proposes three topics for the talk.
You choose one topic and have a minute and a half to prepare a short talk on that topic.
Your talk will last two to three minutes.
After your talk, you will be asked to answer some follow-up questions.
Duration: 10 to 12 minutes.
Part 4: Evaluation of comprehension and oral expression – long conversation
The assessor will play you a recording of a work-related conversation between two persons at a meeting (two minutes).
After listening to the recording twice, you are asked to provide a brief summary of its content and answer some related questions.
Duration: 11 to 13 minutes.
The TOP gradually becomes more difficult. The assessor will inform you of the different phases of the test. Based on the degree of proficiency you demonstrate during the test, the assessor will determine whether you have to take all four parts of the test, or just the first two or three. The assessor uses a computer to select the questions and play the recordings, and to save the entire test.
We provide language training services for Public Service employees in their workplace, for purposes of:
preparation for levels B and C tests.
We specialize in the French-as-a-second language program (PFL2) and the Communicative English at Work Program (CEWP). Our teaching resources are drawn from the 40 training objectives and four modules of the Canada School of Public Service, as well as the latest research findings in linguistics, psycholinguistics and andragogy.
The communicative approach aims to:
a) encourage clients to communicate in the language being taught;
b) maximize the time that clients spend actually speaking;
c) see that the subject matter is practised in communication situations of significance to the clients;
d) choose a variety of activities that are meaningful for the clients;
e) use authentic documents;
f) strike a healthy balance in the correction of errors, giving preference to fluent communication skills.
Adult learning approach
Our adult learning approach is based on the results of our learning research and results obtained from personalized metacognitive accommodation.
The adult learning guidelines are:
a) Provide a plan for the group and self-learning activities;
b) In presenting the instructions and process for each activity, specify:
i. what the learner has to do;
ii. the duration of the activity;
iii. the result to be achieved;
iv. the materials and tools to be used.
c) Present the objective for each activity, specifying:
i. the knowledge or know-how that the activity is intended to develop;
ii. the connection between the activity’s objective and the objective of the training.
d) Provide learners with regular feedback on their strengths and the points that need work in relation to the established objectives;
e) In conducting activities, take account of learners’ needs, interests, life experience and different learning styles.
In adult education, interventions should not be confined to just one type or one approach to teaching. Given the different styles of learning, the appropriate option remains to differentiate interventions. For example, a visual learner will have more need of a blackboard and things written down than an auditory learner, who will have a greater need to listen. A kinesthetic learner will have more need to handle things. The same is true for the reflexive, analytical, cooperative and group types of learners. All of this diversity is taken into account in our teaching methods.
Our adult education approach is multidimensional, and its main axes are:
a socio-cognitive and socio-constructive approach;
an approach that is centred on learners and their language needs;
an approach anchored in the cognitive sciences;
an approach rooted in andragogy and psychopedagogy;
an approach based on rigorous selection of teaching materials.
Linguistically, we have designed the teaching materials for the French-as-a- second-language (PFL2) and English-as-a-second-language (ESL) programs.
Thanks to this approach, we have created a successful learner profile which facilitates the evaluation of our clients, whatever their learning style or learner profile.
This program is for learners who have serious learning disorders. The courses are custom-designed to meet these learners’ needs after they undergo more extensive assessment of their learning challenges.
Transprof Group Inc[MU1] . provides liaison between the employee’s department or directorate and the management of the training institution, and integrates new clients as they register. We accept training applications made by telephone. However written confirmation must follow within two working days of the oral application. Transprof Group Inc. will do its utmost to respond by email to all information requests within 24 working hours. If this is not possible, Transprof Group will notify the project manager of the reason for the delay.
[MU1]French says “Groupe d’apprentissage accéléré” here