by Anni Toikka, Jonni Kaitale & Niina Kuusivaara

About Language Proficiency Tests
 

From the outset, the European Union's goal has been to promote multilingualism, free movement, and intercultural interaction. Learning and studying languages are key priorities in the EU, and one of the union's significant achievements related to language proficiency is the completion of the Common European Framework of Reference for Languages (CEFR) in 2001. The CEFR has established itself as a fundamental tool for assessing language proficiency and is almost always used as a reference when discussing language tests or language skill requirements.
 

In many European countries, some level of CEFR proficiency is also required for citizenship applications, but there is no uniform standard among nations. For example, among the Nordic countries, Sweden does not have a language skill requirement, Norway raised its requirement from level A2 to B1 in 2022, Finland’s threshold is B1, and Denmark requires as high as B2 (see the respective immigration offices of these countries). Among other European countries, level A2 is sufficient in Spain, Portugal, and Switzerland, whereas level B1 is required in France, Germany, and Poland.
 

Even though language proficiency requirements may be similar across countries, language testing can vary significantly. However, many testing systems adhere to international assessment principles, such as the ethical codes and minimum standards of ALTE (Association of Language Testers in Europe, www.alte.org) and EALTA (European Association for Language Testing and Assessment, www.ealta.eu.org) (Honko & co 2024), which is why assessments are built on similar components despite differences in test methods.

This article aims to shed light on the language testing required for citizenship in the partner countries of the OPTIMO project—France, Spain, Austria, and Finland—and to provide language teachers with practical tips on preparing learners for the oral components of such tests.
 

In France, the national language test is the DELF/DALF, which covers various proficiency levels (A1–C2). Citizenship requires at least a B1 level. The oral component of the B1-level exam includes three tasks: introducing oneself, engaging in an interactive exercise, and presenting an opinion on a randomly assigned topic. Examiners are present to evaluate candidates. At higher levels, the oral test incorporates additional formats like dialogues or debates with the examiner or another candidate.

In Spain, the DELE test, which also spans levels A1–C2, requires level A2 for citizenship. The oral section of the A2 exam includes a short presentation on an everyday topic, a description of a picture, and a conversation with an interviewer.

Germany’s national language test, the DTZ (Deutsch-Test für Zuwanderer), is also available at multiple proficiency levels. However, B1 is the minimum level required for citizenship. The oral component of the B1 test consists of three tasks: introducing oneself, describing a picture, and engaging in a planning dialogue with a partner. Similarly, Austria’s ÖSD test includes two oral tasks: a self-introduction to the examiners and a collaborative activity with other candidates.

In some countries, such as Finland, the oral component is conducted via computer rather than with an examiner. In the Finnish National Certificates of Language Proficiency (YKI), candidates complete multiple exercises using pre-recorded audio. The test is typically administered to a group of candidates simultaneously, with everyone hearing the same prompts through headphones and recording their responses into microphones. Tasks include narrating a topic, participating in instructed dialogues, giving short responses in everyday scenarios, and expressing opinions on a given subject.

Supporting Immigrant Students in Test Preparations

Language exams can feel intimidating for students, but teachers play a crucial role in helping them prepare effectively. Below are five classroom tips to guide teachers in supporting their students for language exams.

1. Understand the Exam Structure – and Practise It
 

Language tests differ significantly across countries and proficiency levels. Some exams involve one-on-one interviews, while others use computers for the oral section. Exercises may include paired discussions, role-playing scenarios, narrating experiences, expressing opinions, or responding to prompts. In some cases, students may need to prepare a speech or self-introduction in advance.
 

Familiarizing yourself with the test structure is essential for effective coaching.
Share the structure with your students, as knowing what to expect can significantly reduce test anxiety. Pay special attention to the time available in the test: How long is the speaker expected to talk continuously? How much preparation time do they have? If the test-taker has never practised a two-minute opinion speech, the time can feel painfully long—or far too short—in the test.
 

Pay attention to the types of tasks in the test and the general instructions. Does the speaker, for example, need to persuade, convince, justify, or describe? Consider what kinds of verbs / other key words the learner should understand in the test to be able to perform as required.
 

Organize mock tests to help students prepare for the format and manage their anxiety. Check for online materials or textbooks designed for test preparation. If these are unavailable, create your own exercises based on the test structure.

During mock tests, replicate the actual test environment as closely as possible, including the time limits. This helps students practice time management and develop strategies for structured responses. Familiarity with the time constraints can make the real test less stressful.

2. Familiarize Yourself with the Requirements
 

While students might be aware of CEFR levels, they may not fully understand the specific skills needed to achieve a certain level, such as B1. Provide them with clear guidelines on what is expected.

For instance, at level B1:

• The speaker manages everyday situations, and their message is understood. For the listener, it is relatively easy to understand the speech.

• The speaker can take initiative and carry the conversation forward. He/she can e.g., ask for clarifications or solve problems.

• Speaks fairly fluently, though with occasional pauses in longer speeches.

• Is able to speak coherently and progressively: can construct somewhat longer sentences and combine them in various ways – does not rely solely on simple main clauses or short word chains.

• Pronunciation is understandable, even if there are shortcomings.

• The speaker has command of the most common grammar rules, but there may be deficiencies in more complex structures.

For some exams, such as Finland’s YKI test, topic categories are always the same, even if the specific exercises vary. The YKI test categories are public and they include themes such as home and housing, shops and services, travelling, health, work, the environment etc. Identifying recurring topics can guide targeted practice and preparation.
 

3. Evaluate the Student’s Level – and Provide Concrete Feedback
 

Listen to the student’s speech analytically and consider it both holistically and through individual criteria. Although test evaluations are always given as an overall assessment, they are based on numerous individual observations. By paying attention to these details, you can also provide the student with valuable feedback on which elements they should focus on improving.
 

Instead of merely providing a general language proficiency assessment, you can consider the following criteria and identify the student’s strengths and areas for further development.
 

• Range refers to the speaker’s linguistic repertoire: how much they are able to express themselves in various situations.

• Accuracy involves mastery of grammar and word choices.

• Fluency assesses how well the speech flows and how effortlessly the speaker can find suitable expressions for the context.

• Coherence refers to the speaker’s ability to form a unified whole, which becomes particularly relevant in slightly longer continuous speech.

• Pronunciation consists of individual sounds, stress, intonation, accent, and rhythm.
   

The speaker’s first language can significantly influence their ability to acquire pronunciation in the target language. At CEFR levels A1–B2, complete mastery of the target language’s pronunciation is not expected. Teachers should aim to be aware of the phonological features of the language they teach that are particularly challenging for learners and, where possible, incorporate pronunciation practice into teaching at A2 and B1 levels.

4. Practise the Skills Required in the Test
 

The primary goal of language tests is to assess how well the speaker manages in different situations and how effectively they can express themselves. In addition to developing general linguistic competence, it’s worth considering which elements would likely be beneficial in the test. For instance, if the test includes expressing opinions, the course should include practice on how to agree or disagree – and, of course, on how to justify one’s opinions.
 

For example, a speaker might simply say, “I agree / I disagree.” However, in a conversation, it might feel more natural to say something like, “You’re right,” “Exactly,” or “Same here.” To adjust their opinion, they could use expressions like, “True, but on the other hand…” or “It depends…”
 

Preparing for simulated conversations and responses can involve practicing practical skills such as apologizing, asking for help, expressing emotions, or delivering routine speech acts like introducing oneself over the phone. Some of these skills also involve cultural elements that language learners should be aware of – for example, the protocol for starting a phone call, which can vary significantly between countries.
 

It’s also important to remember that spoken communication often involves numerous phrases and expressions that smooth communication and make speech sound more natural. Think about how you could draw learners’ attention to these and help them learn versatile idioms, for instance.

5. Try Different Exercises
 

Although test exercises may remain consistent, oral skills can be practiced in many creative ways. Diverse methods keep practice engaging while still addressing essential speaking competencies.

For instance, try role-plays: assign pairs a real-life situation and ask them to act out the given roles in a brief conversation. For example, a customer is visiting a car dealership to look for a new car. The more specific the instructions you provide (e.g., budget, special offers from the dealership), the more you guide students to use specific expressions. This activity can also be adapted to problem-solving scenarios, such as deciding on a travel destination together.
 

Ask students to prepare and deliver short presentations, either in class or within small groups. If in-class presentations aren’t feasible, try assigning video-recorded tasks or recorded opinion pieces. These types of exercises also give students the opportunity to listen to their own speech, and for the teacher, they provide a basis for giving feedback based on predefined criteria (e.g., in a task that involves describing a picture, the teacher can focus specifically on pronunciation).
 

Familiarize students with reacting in varied exercises. Practice different situations that require quick responses, for example, by using cards that describe a specific event for the speaker to comment on or respond to. Similarly, you can practice expressing opinions: What do you think about the efficiency of public transportation in this city? Or, what’s your opinion on banning mobile phones in schools?

Motivational perspective

Tips presented above concentrate mainly on oral competence and knowledge. However, our last – and maybe the most important – tip for teachers is about encouragement. Even the CERF criteria focuses on what learners can, so also the teacher should always keep that in mind, and make their students aware of all the progress they already have achieved.

SOURCES

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DELE Spanish Diplomas

https://www.dele.org/

DELF/DALF The French Language Examinations https://www.accentfrancais.com/exams/delf-dalf-informations

CERF
https://www.coe.int/en/web/common-european-framework-reference-languages/home

Honko, Mari & co 2024: Kansainvälinen yhteistyö tukemassa yleisten kielitutkintojen kehittämistä. Published in Yleiset kielitutkinnot 30 vuotta.

The CERF Levels
https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions

The Danish Directorate of Immigration

https://uim.dk/

The Finnish Directorate of Immigration

https://www.migri.fi

The Norwegian Directorate of Immigration

(https://www.udi.no/en/)

The Swedish Directorate of Immigration

https://www.migrationsverket.se/

YKI The Finnish National Certificates of Language Proficiency

https://www.oph.fi/en/national-certificates-language-proficiency-yki

Evaluation criteria for the Finnish National Certificates of Language Proficiency

https://www.jyu.fi/fi/hytk/solki/tutkimus/yleiset-kielitutkinnot-yki