United Nations

Language Framework

UN Levels of Language Competence

Harmonization of Language Learning and Assessment

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Harmonization of Language Learning
and Assessment throughout the UN Secretariat

In 2018, the Secretary-General honoured “Harmonization of Language Learning and Assessment throughout the
UN Secretariat” with a UN Secretary-General Award in the category Multilingualism. It was awarded to both
the Language Training Programme (LTP) at the UN Office of Geneva and the Language and Communications
Programme (LCP) at UNHQ, New York.

Creating a common UN Language Framework for language learning and assessment, the framework was honoured
for its ability to allow for more efficient management of language programmes by using a common curriculum for
all language learning programmes across the Secretariat, and for offering a reference from which to develop other
assessment tools for career development and recruitment processes, wider recognition of language skills, and
smoother transitions in career mobility and development.

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Introduction About the guide
With the vision of promoting multilingualism in the United Nations This guide aims to help users to better understand the UN Levels,
system, the mission of the Language Harmonization Project is which build upon each other. Each UN Level is defined by one
to create a common United Nations Language Framework for 1
overall and four specific descriptors that can be read as a whole.
language learning and assessment, equally valid for the six UN Users may also want to read the overall descriptors first, and then
official languages. One of the main components of this Framework the specific ones, or they may choose to read how one specific
is the definition of four levels of language competence, specifi- descriptor changes through the UN Levels.
cally in the context of the United Nations.
The guide contains:
The Framework and UN Levels aim to build consistency among all • an overview of the four language levels
United Nations language programmes while also remaining flexible • overall descriptors for the four language levels
and adaptable to local realities. The adoption of this Framework will • specific descriptors for the four skill areas:
allow for more efficient management of language programmes, Listening, Reading, Spoken Production and Interaction,
stronger recognition of language skills, and smoother transitions Written Production and Interaction
in career mobility and development. • a glossary of the terms used in the descriptors

Although other interpretations and definitions may exist for these

1 The UN Language Framework draws on the work of govern- terms, please bear in mind that readers should understand them
mental institutions, in particular the American Council on as they are defined in the glossary, which explains how the terms
the Teaching of Foreign Languages, the Center for Canadian are used specifically in the context of these descriptors.
Benchmarks and the Council of Europe (ACTFL Guidelines,
Canadian Benchmarks, Common European Framework of Please note that additional documentation and concrete examples
Reference CEFR). will be available to any interested parties. In this respect, readers
are invited to regularly consult the HR Portal.

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UN Levels of Language Competence
At every level of language competence, UN staff members are expected to function as social agents in a variety of multilingual
and multicultural contexts and, as such, use existing plurilingual and pluricultural competences to further develop their linguistic
and cultural repertoire(s), and to facilitate and promote successful communication and cooperation throughout the Organization.

UN LEVEL

UN LEVEL IV
UN LEVEL III
UN LEVEL II
I

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 Overall descriptors per UN Level of Language Competence

• Use the language in a simple manner, in non-demanding everyday contexts and situations, when dealing with routine or predictable
UN LEVEL

matters in the personal, public and professional domains, throughout the Organization.

I •
•
Show basic linguistic competence and use a restricted range of social language conventions to meet simple communication needs.
Show limited facility in understanding if an action or response is required and some autonomy to respond.
• Usually require reference resources and models, templates or external help to prepare in advance, check understanding or repair communication.

• Use the language with moderate fluency and accuracy, in everyday contexts and situations, when dealing with ordinary or general
matters in the personal, public and professional domains, throughout the Organization.
UN LEVEL

• Show an appropriate command of a moderate range of linguistic and pragmatic competences and of social language conventions to

II •
meet ordinary general communication needs.
Understand if any action or response is required and show adequate autonomy to respond.
• Often require reference resources and models or external help to prepare in advance, check understanding and improve or support communication.

• Use the language efficiently, with a high degree of fluency and accuracy, in a variety of contexts and situations, when dealing with a wide variety
of general matters in the personal, public and professional domains, throughout the Organization.
UN LEVEL

III
• Show a good command of a range of linguistic and pragmatic competences and of social language conventions to meet most
communication needs.
• Respond autonomously and sufficiently to most required actions.
• Use reference resources to confirm and refine interpretation, and to improve communication.

• Use the language efficiently and flexibly, consistently maintaining a high degree of fluency, accuracy and precision.
Function in a large variety of demanding contexts and situations, even adverse or unpredictable, when dealing with a wide range of matters, even
UN LEVEL

highly specific or sensitive, in the personal, public and professional domains, throughout the Organization.

IV • Show an excellent command of a wide range of linguistic and pragmatic competences and of social language conventions to meet any
communication need.
• Respond to and follow up on any required action appropriately and without hesitation.
• Use reference resources to enhance communication with sophisticated precision.

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 UN LEVEL I
I Foundational Language Competence

• Use the language in a simple manner, in non-demanding everyday contexts and situations, when dealing with routine or predictable
matters in the personal, public and professional domains, throughout the Organization.
• Show basic linguistic competence and use a restricted range of social language conventions to meet simple communication needs.
• Show limited facility in understanding if an action or response is required and some autonomy to respond.
• Usually require reference resources and models, templates or external help to prepare in advance, check understanding or repair communication.

Receptive Activities: Reading Receptive Activities: Listening

Understand the main message and find specific information, Understand the main message in texts delivered clearly at a slow
often with the help of visuals or background knowledge, in to average rate, in the spoken standard and in favourable condi-
straightforward, clearly written factual texts of a limited variety tions, often with the help of visuals and/or background
of different genres. knowledge. Usually request repetition or reformulation.

Spoken Production and Interaction Written Production and Interaction

Participate with some effort in simple, brief and routine Write or draft short simple texts, notes and messages, and
exchanges, often requiring the help of the interlocutor. produce longer texts with the help of a variety of resources and
Produce simple, previously prepared, brief spoken texts. tools. Write and respond to simple everyday correspondence.

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 UN LEVEL II
II Intermediate Language Competence

• Use the language with moderate fluency and accuracy, in everyday contexts and situations, when dealing with ordinary or general
matters in the personal, public and professional domains, throughout the Organization.
• Show an appropriate command of a moderate range of linguistic and pragmatic competences and of social language conventions to
meet ordinary general communication needs.
• Understand if any action or response is required and show adequate autonomy to respond.
• Often require reference resources and models or external help to prepare in advance, check understanding and improve or support communication.

Receptive Activities: Reading Receptive Activities: Listening

Understand the general meaning, and identify the main Understand the general meaning and identify the main
conclusions and the most relevant details in straightforward, conclusions in texts delivered clearly at an average rate, in the
clearly written factual texts of different genres. spoken standard. May often require reformulation or repetition
of a word or a phrase.

Spoken Production and Interaction Written Production and Interaction

Take part with ease in routine interactions, making statements Write or draft short texts in different genres on concrete matters.
and expressing personal opinions. Produce, with or without In written exchanges, respond appropriately using writing
previous preparation, short to medium-length spoken texts. conventions. Relay the key points contained in an oral or written
Relay the key points contained in an oral or written communication.
communication.

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 UN LEVEL III
III Advanced Language Competence

• Use the language efficiently, with a high degree of fluency and accuracy, in a variety of contexts and situations, when dealing with a wide variety of
general matters in the personal, public and professional domains, throughout the Organization.
• Show a good command of a range of linguistic and pragmatic competences and of social language conventions to meet most communication needs.
• Respond autonomously and sufficiently to most required actions.
• Use reference resources to confirm and refine interpretation, and to improve communication.

Receptive Activities: Reading Receptive Activities: Listening

Understand most written texts of different genres and of different Understand the general meaning and identify essential informa-
lengths, identifying essential information, the most relevant tion, the most relevant details, and the attitudes and viewpoints
details, and the tone and the viewpoints expressed – both implicit expressed – both implicit and explicit – in texts delivered clearly
and explicit. Understand most commonly used idiomatic and at an average to fast rate, in standard varieties, and in moderately
figurative language, and explicit sociocultural references. demanding contexts or noisy backgrounds. May occasionally
require repetition of a word of a phrase.

Spoken Production and Interaction

Written Production and Interaction

Take part naturally in a variety of interactions, arguing opinions

and showing the ability to respond to different viewpoints. Produce Write clear and well-organized texts in different genres.
clear and well-structured spoken texts of different lengths with In written exchanges, respond showing the ability to compe-
appropriate detail. Relay and efficiently summarize the main tently match register and style to the communicative situation.
information contained in an oral or written communication. Relay and efficiently summarize the main information contained
in an oral or written communication.

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 UN LEVEL IV
IV Expert Language Competence

• Use the language efficiently and flexibly, consistently maintaining a high degree of fluency, accuracy and precision.
• Function in a large variety of demanding contexts and situations, even adverse or unpredictable, when dealing with a wide range of matters, even highly
specific or sensitive, in the personal, public and professional domains, throughout the Organization.
• Show an excellent command of a wide range of linguistic and pragmatic competences and of social language conventions to meet any communication need.
• Respond to and follow up on any required action appropriately and without hesitation.
• Use reference resources to enhance communication with sophisticated precision.

Receptive Activities: Reading Receptive Activities: Listening

Thoroughly understand linguistically and/or conceptually complex Understand without any notable effort, capturing implicit meanings
written texts of different genres and lengths, capturing implicit and subtleties, linguistically and/or conceptually complex texts
meanings and subtleties, concrete or abstract, even in unfamiliar delivered at an average to fast rate, in a range of non-standard
contexts. Understand a wide range of idiomatic and figurative varieties, even in unfavourable situations. Understand a wide range
language, and sociocultural references. of idiomatic and figurative language, and sociocultural references.

Spoken Production and Interaction Written Production and Interaction

Take part fluently in a variety of demanding situations, arguing Write reasonably complex and/or long texts in different genres.
opinions skilfully, building on different contributions, and showing In demanding written exchanges, respond effectively, confidently
the ability to take the lead and to intervene diplomatically. matching register and style to the communicative situation. Relay
Produce a wide range of spoken texts with different purposes. and synthesize information contained in texts of varied typology and
Relay and synthesize information contained in texts of varied complexity in oral or written communication.
typology and complexity in oral or written communication.
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Glossary
TERM DEFINITION

Accuracy Accuracy refers to how correct learners’ use of the language system is, including their use of grammar, pronunciation and vocabulary.

Adequate Satisfactory or acceptable in quality or quantity.

Appropriate/ Suitable or correct for a particular situation or set of circumstances.

Appropriately

Context/ Context refers to the macro-level circumstances surrounding a communication act, such as the time, place, status of interlocutors,
Situation and other factors which affect the interaction. A group of contexts will make up a given domain.
Situation refers to the micro-level communicative functions which take place in a variety of contexts.

Domain A domain defines the area in which the interaction or communication takes place. The UN Language Framework takes three domains
into consideration: the personal, public and professional domains, throughout the Organization. Therefore, all domains are to be
understood primarily in the UN context.
- The personal domain concerns interpersonal relationships, individual social practices, discussions with colleagues or friends on
personal matters, such as likes or dislikes, hobbies, housing, family, etc.
- The public domain refers to activities taking place within, and extended to, the general public, including transactions of various
kinds, such as administrative tasks, dealing with public services, engaging in cultural and leisure activities, etc.
- The professional domain encompasses everything concerned with a person’s activities in the exercise of their occupation, mainly
related to international organizations. It also includes educational elements, especially if they are related to training and development.

Efficiency The ability to convey the intended message as effectively as possible, while also maintaining an appropriate register.

Everyday/ Everyday: mostly familiar contexts or situations, occurring frequently.

Routine Routine: elements of verbal, and non-verbal, communication that are almost formulaic and can be performed automatically, such as
repetitive tasks.

Facility The ability to do something well without a lot of difficulty or effort.

Flexibility The ability to readily improvise and adapt language to changing circumstances without advance preparation, including the
communication form, whether written or spoken. This includes register (formal, informal, etc.), social context (neutral, ironic, etc.)
and vocabulary (technical, vernacular, etc.).

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TERM DEFINITION

Fluency The ability to use a language automatically, spontaneously and without much hesitation, such that the communication goal is
achieved without undue strain on anyone involved.

General/ General: not specialized or limited in range of subject, application, or activity. It also conveys the idea of being accessible to a large
Ordinary public.

Ordinary: commonplace; not different, special, or unexpected in any way. It also conveys the idea of familiar, frequent, everyday
activities.

Key Points These are the principal or most salient ideas in a text. You can understand the key points in a text without necessarily under-
standing all the details in that text.

Matter A matter is a subject or situation under consideration. For the purposes of clarity, matter could be replaced by topic, a more
general concept.

Models/ Model: an existing example of a text, i.e. an email, an article, a recording, etc., that can be used as a reference for generating
Templates similar ones.
Template: a highly structured text form or layout, typically with minimal content, used to generate copies or new texts with only
content related modifications.

Ordinary/ Ordinary: commonplace; not different, special, or unexpected in any way. It also conveys the idea of familiar, frequent, everyday
General activities.
General: not specialized or limited in range of subject, application, or activity. It also conveys the idea of being accessible to a large
public.

Precision This includes accuracy but goes beyond the mere absence of errors to include exactitude and specificity.

Reference Any source that provides help to better prepare, understand or produce a linguistic message. Examples of most commonly used
Resources reference resources:
- authoritative or official works, i.e. dictionaries, encyclopaedias, glossaries, etc.
- tools such as voice recognition, digital correctors, online references, etc.
- people who provide help or feedback on the linguistic message

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TERM DEFINITION

Relay/ Relay: to receive and transfer information.

Summarize Summarize: to provide a brief restatement of the main ideas of a written or oral text.

Routine/ See “Routine/Everyday” above.

Everyday

Situation and Situation refers to the micro-level communicative functions which take place in a variety of contexts.
Context Context refers to the macro-level circumstances surrounding a communication act, such as the time, place, status of interlocutors, and
other factors which affect the interaction. A group of contexts will make up a given domain.

Social Agent Language learners/users, as social agents, are members of society who have tasks to accomplish in a given set of circumstances and
in a specific environment.
These tasks are often language-related but not exclusively so. Social agents collaborate, negotiate meaning, arrive at consensus, and
communicate effectively both orally and through various text forms, thereby developing plurilingual and pluricultural competence, as
well as developing communication strategies.

Standard (Short for ‘standard varieties of a language’)

(spoken or Standard varieties are generally understood and used by a large group of people. They are usually encoded in reference works and
written) used primarily in semi-formal and formal contexts, and in public discourse, both spoken and written.

Summarize/ See “Relay/Summarize” above.

Relay

Templates See “Models and templates” above.

and models

Texts Any passage of written or spoken words, of whatever length, that forms a connected whole to express a unified message.
Examples of written texts include reports, proposals, memorandums, letters, emails, press releases, text messages, newsletters, posters, essays, etc.
Examples of spoken texts include news stories, interviews, dialogues, monologues (e.g., a speech or a lecture), phone conversations, discussions, etc.

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United Nations Language Framework
UN Levels of Language Competence
Harmonization of Language Learning and Assessment

Language & Communication Programme (LCP) at UN Headquarters New York

Language Training Programme (LTP) at UN Office in Geneva
United Nations