If you are considered the international recognized accreditation for Higher Education Institution and Programs, HEAD is for you.
HEAD Accreditation for Quality Assurance in the Higher Education Area help university proof and demonstrate their ability to support the acquisition and development of competence through teaching, learning, or research.
HEAD Accreditation for Language Program is a set of requirements for language-learning services designed in order to encourage a focus on the learner and the results of the learning process and to emphasize the full range of options available for language learning. The HEAD Accreditation for Language Program is compatible with ISO 2991:2020 and only focused on the Higher Education sector which has the language-learning services.
Benefits of HEAD Accreditation for Language Program
Excellent Language
Learning Services
Focus on learners
& others
Globally Recognized
Improved
education Process
Accessibility
and equity
Ethical conduct
in education
Principles
The HEAD Accreditation for Language Program aims to improve the language learning services market, protect consumers and enhance language learning services for all interested parties. The Standard is beneficial, especially for higher education institutes of language training. This accreditation follows the principles:
- Transparency
- Openness
- Impartiality and consensus
- Relevance and effectiveness
- Coherence
- Development dimension
PDCA Model
- Plan: establish the objectives of the system and its processes and resources.
- Do: implement what was planned;
- Check: monitor and (where applicable) measure processes and the resulting education services
- Act: take actions to improve performance, as necessary.
HEAD Accreditation for Language Program Requirements
- Designated and qualified LLSP personnel shall determine the learner’s or sponsor’s language-learning needs.
- Where relevant and available, national or international frameworks for proficiency in language learning shall be referred to when determining the learner’s and sponsor’s needs.
- The needs analysis
- Information shall be provided
- Information about learners’ relevant education and training history
- The specific aims, wishes, goals and requirements of sponsors commissioning the language-learning service
- learners shall be provided with the support they need in understanding their own language-learning needs and goals
- learners or sponsors should be consulted
- An agreement shall be reached between the LLSP and the learner or sponsor
- Learners or sponsors shall be given information
- Teachers shall be fully informed
- The language-learning and teaching methods and learning materials used and the modes of learning (e.g. classroom, blended learning, e-learning, autonomous or AI-enabled platforms) shall correspond
- The specific aims and planned outcomes of the language-learning service
- The principles, learning and teaching methods and the modes of learning to be used shall also be specified
- The roles and responsibilities of the LLSP
- A curriculum and means of assessment reflecting the intended goals of the language-learning service
- Curriculum design and development shall be carried out by professionals
- In the design of language courses, the following shall be taken into account
- The learning goals and curriculum documents shall be made available
- The teachers, including those not permanently or exclusively employed
- The LLSP shall ensure that the curriculum and learning materials are reviewed
- LLSP teachers shall be experienced
- All teachers, including novice teachers, shall have the necessary competence
- All teachers shall engage
- The continuous professional development plans shall take into account
- If substitution is required, arrangements shall be made
- Language-learning materials that are compatible
- These language-learning materials shall be available to learners
- The language-learning resources shall include, but not be limited to, authentic materials
- The language-learning resources shall include materials that are adapted
- The social and cultural needs, as well as the background and situation of the learners, shall be considered
- In addition to language-learning resources, access or guidance shall be provided concerning other relevant language-learning materials
- The learning resources and information relevant to the language-learning service shall be made available
- LLSP teachers and learners shall be informed of relevant rules
- The sources of language-learning resources used or developed by the LLSP shall be properly indicated
- Teaching aids and equipment that correspond to the requirements of the type of language-learning service
- The language-learning environment shall be large enough, laid out, well lit and clean
- The necessary safety facilities
- Prior to the beginning of the course, an assessment shall be made of the learner’s existing level of competence
- The progress of learners participating in the language-learning service shall be assessed
- Learners or, where applicable, their sponsors shall receive reports
- Learners who require specific assistance with learning shall, where possible, be given support by experts
- Regular evaluation shall be carried out
- Such evaluation shall include observation and review
- The results of such evaluations shall be taken into account in improvements
- To enable learners or their sponsors to make an informed decision before enrolment, and before delivery of the language-learning service begins, at least the following information related to the service shall be provided
- The information shall be distributed via relevant channels of communication,
- At the time of publication, the information shall be accurate
- All descriptions and images in information and publicity, including any digital and internet-based versions
- Designated LLSP personnel shall be available
- Commencing with, or prior to, delivery of the language-learning service, learners or, where applicable, their sponsors shall be informed in writing of the details, terms and conditions…
- Invoices for language-learning services shall be clear and contain all the details needed
- The LLSP shall provide the learner or sponsor with proof of payment
Scales of language proficiency for learners
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) was developed by the Council of Europe through a process of scientific research and wide consultation. The CEFR provides a practical tool for setting clear standards to be attained at successive stages of language learning and for evaluating outcomes in an internationally comparable manner. It describes in a comprehensive manner:
- the competences necessary for communication;
- the related knowledge and skills;
- situations and domains of communication.
The illustrative descriptor scales and other descriptors related to the CEFR are available in a databank of descriptors here
The CEFR has been translated into at least 39 languages. Details are available in a document to be found under ‘language versions’ here
The American Council on the Teaching of Foreign Languages (ACTFL) has developed:
- ACTFL Proficiency Guidelines 2012: these provide descriptions of what individuals can do with language in terms of speaking, writing, listening and reading in real-world situations. These written narratives supported by multimedia examples can be found here
- Standards for Foreign Language Learning: these are “content standards” defining what language learners should know and be able to do. An overview can be found here
- ACTFL Performance Descriptors for Language Learners 2012: these describe language performance that is the result of explicit instruction in an instructional setting. They can be found here
Interagency Language Roundtable (IRL): Descriptions of proficiency.
The proficiency levels 0, 1, 2, 3, 4 and 5 characterize spoken-language use. Each higher level implies control of the previous levels’ functions and accuracy. The designation 0+, 1+, 2+ and so on are assigned when proficiency substantially exceeds one skill level and does not fully meet the criteria for the next level. The “plus-level” descriptions, therefore, are subsidiary to the “base-level” descriptions.
These descriptions can be found at here
Australia’s Adult Migrant Education Services (AMES) uses the International Second Language Proficiency Rating (ISLPR) which provides ratings from 0 (no English) to 5 (natural speaker) for each of the four language skills areas: speaking, listening, reading and writing. An outline description can be found here
Chinese Language Proficiency Scales for Speakers of Other Languages (CLPS) is a guideline document for teaching Chinese to speakers of other languages. The scales provide a five-band all-round description of learners’ ability to use their knowledge of and skills in the Chinese language for communication. It is an important basis on which the language proficiency of learners of Chinese can be measured. The scales can serve as a reference standard for drawing up a syllabus for teaching Chinese to speakers of other languages, for compiling Chinese textbooks and for assessing the language proficiency of learners of Chinese.
The JF Standard for Japanese-Language Education defines levels of language proficiency in Japanese by describing what a person can do in the language. It is a tool for thinking about Japanese language teaching and learning and the evaluation of learning outcomes. It can also be used for designing courses and developing learning materials and examinations. A description is available here