DIN ISO 29991-2016 Language learning services outside formal education - Requirements (ISO 29991 2014)《正规教育之外的语言学习服务 要求(ISO 29991-2014)》.pdf

1、July 2016 English price group 11No part of this translation may be reproduced without prior permission ofDIN Deutsches Institut fr Normung e. V., Berlin. Beuth Verlag GmbH, 10772 Berlin, Germany,has the exclusive right of sale for German Standards (DIN-Normen).ICS 03.080.99!%XN)“2534306www.din.deDIN

2、 ISO 29991Language learning services outside formal education Requirements (ISO 29991:2014),English translation of DIN ISO 29991:2016-07Sprachlerndienstleistungen fr Aus- und Weiterbildung Anforderungen (ISO 29991:2014),Englische bersetzung von DIN ISO 29991:2016-07Services dapprentissage de langues

3、 en dehors de lducation formelle Exigences (ISO 29991:2014),Traduction anglaise de DIN ISO 29991:2016-07www.beuth.deDocument comprises 17 pagesDTranslation by DIN-Sprachendienst.In case of doubt, the German-language original shall be considered authoritative.07.16 A comma is used as the decimal mark

4、er. Contents PageNational foreword 3Introduction 41 Scope . 52 Terms and definitions . 53 Determining language learning needs 74 Design of the language learning services . 75 Teachers appointed by the language learning service provider 76 Availability and accessibility of language learning materials

5、 . 97 The language learning environment 108 Assessment of language learning . 109 Evaluation of the language learning service . 1010 Promotion and advertising of language learning services 1111 Information about the language learning services for enrolled learners and their sponsors 1212 Invoicing .

6、 12Annex A (informative) Examples of scales of language proficiency for learners 13Annex B (informative) Competences needed by language teachers .15Bibliography .17DIN ISO 29991:2016-072National Annex NA (informative) Bibliography .3National foreword This document (EN ISO 29991:2014) has been prepar

7、ed by Technical Committee CEN/TC 232 “Learning services outside formal education” (Secretariat: DIN, Germany). The responsible German body involved in its preparation was DIN-Normenausschuss Dienstleistungen (DIN Standards Committee Services), Working Committee NA 159-02-04 AA Bildungsdienstleistung

8、en. Attention is drawn to the possibility that some elements of this document may be the subject of patent rights. DIN and/or DKE shall not be held responsible for identifying any or all such patent rights. The person responsible to ensure compliance with the requirements for language learning servi

9、ces specified in this standard is the language learning service provider. He also bears this responsibility when contracting with third parties. The English term “training” is a generic term in English usage. Therefore, in the German translation of this standard, context-related expressions are used

10、 for this term. The DIN Standards corresponding to the International Standards referred to in this document are as follows: ISO/IEC 17024:2012 DIN EN ISO/IEC 17024:2012-11 ISO/TR 22411:2008 DIN CEN ISO/TR 22411:2014-12 National Annex NA (informative) Bibliography DIN EN ISO/IEC 17024:2012-11, Confor

11、mity assessment General requirements for bodies operating certification of persons (ISO/IEC 17024:2012) DIN CEN ISO/TR 22411:2014-12, Ergonomics data and guidelines for the application of ISO/IEC Guide 71 to products and services to address the needs of older persons and persons with disabilities (I

12、SO/TR 22411:2008) DIN ISO 29991:2016-073 IntroductionThe objective of this International Standard is to specify requirements for language learning services outside formal education. This International Standard uses the term “learning services”, rather than “training”, in order to encourage a focus o

13、n the learner and the results of the learning process, and to emphasize the full range of options available for language learning.This International Standard is intended to set minimum requirements for language learning services. The aims of this International Standard are:a) to improve transparency

14、 and enhance the credibility of the language learning services market;b) to protect consumers by preventing prejudicial practices;c) to improve the quality of language learning for all interested parties.This International Standard is necessary because, while in some countries the quality control of

15、 language learning services is well established, the standards applied vary greatly, and in many other countries there is limited or no regulation.This International Standard incorporates the broad interdisciplinary expertise of various organizations involved in standardization: quality assurance, e

16、ducational technology, programme evaluation, second language acquisition and applied linguistics, at both national and international levels.DIN ISO 29991:2016-074 Language learning services outside formal education Requirements1 ScopeThis International Standard specifies requirements for language le

17、arning services outside formal education. These include any language learning services that are addressed to language learners themselves, as well as to interested parties that are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning

18、 are defined and evaluated, and that it involves interaction with the learner. The instruction can be delivered face-to-face or mediated by technology, or it can be a blend of both.Entities interested in using this International Standard will include language learning service providers of all kinds

19、and sizes, as well as associations or consortia of language learning service providers.In cases where the language learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language learning services, this International St

20、andard only applies to language learning services.This International Standard is not specifically aimed at schools, colleges and universities which provide language learning as part of a formal educational system but may be useful to them as a tool for reflection and self-evaluation.2 Terms and defi

21、nitionsFor the purposes of this document, the following terms and definitions apply.2.1assessmentgathering of language data to determine the language ability of an individual language learner (2.12) or group of learners2.2authentic materialmaterial not originally produced for language learning (2.13

22、) purposes, but for purposes of real communication2.3awarddesignation given by a language learning service provider (2.11) to a learner (2.12), in order to indicate a level of performance or attainment, or the completion of a learning (2.13) programme2.4blended learningcombination of face-to-face le

23、arning (2.13) with e-learning (2.8)SOURCE: ISO/IEC 2382-36:2008, 36.01.05, modified2.5competenceability to apply knowledge and skills to achieve intended outcomesSOURCE: ISO/IEC 17024:2012, 3.6, modifiedDIN ISO 29991:2016-075 2.6continuous professional developmentongoing intentional enhancement of p

24、rofessional knowledge or of professional competence (2.5)2.7curriculumplan of study prepared by the language learning service provider (2.11), which describes the aims, content, learning (2.13) outcomes, learning and teaching methods, and assessment (2.1) processes2.8e-learninglearning (2.13) facili

25、tated by information and communications technologySOURCE: ISO/IEC 24751-1:2008, 2.182.9evaluationsystematic gathering of information in order to make decisions about possible adjustments to the language learning service (2.10)2.10language learning serviceprocesses or sequence of activities designed

26、to enable language learning (2.13)2.11language learning service providerLLSPorganization or individual providing language learning services (2.10) outside formal education, including any personnel involved in the provision of the language learning (2.13) service2.12learnerperson engaged in language

27、learning (2.13)2.13learningacquiring knowledge, behaviour, skills, values, preferences or understanding in the language domain2.14learning environmentclassrooms, multimedia rooms and other physical spaces used for language learning (2.13), as well as the furniture and equipment they contain2.15spons

28、ororganization or individual that acquires language learning services (2.10) on behalf of learners (2.12), that provides financial or other support for them, or that has a vested interest in the outcome of the language learning (2.13)Note 1 to entry: Sponsors include corporations, government agencie

29、s and persons.2.16teacherperson whose job is to provide instruction and facilitate learning (2.13)DIN ISO 29991:2016-076 3 Determining language learning needs3.1 Designated and qualified LLSP personnel shall determine the language learning needs of the learner or the sponsor.3.2 Where relevant and a

30、vailable, national or international frameworks for proficiency in language learning shall be referred to when determining the needs of the learner and the sponsor.NOTE Annex A provides examples of national and international frameworks.3.3 The needs analysis shall include:a) an assessment and analysi

31、s of the learners language learning needs, including:i) the desired language skills (e.g. reading, writing, listening, speaking), the desired level of competence in the language, and the time frame, i.e. the goal of the language learning;ii) the purposes for which, and the contexts in which, the lea

32、rner needs to use language outside the course (e.g. socially, in the domain of work or study);b) an assessment of the learners existing level of competence in the language being taught, using techniques such as internal tests, third party tests or self-assessment;c) reference to the LLSPs definition

33、 of language competence levels (see 3.4 below);d) identification of other aspects of the learners background and situation which may influence the learners language learning needs (e.g. age, first language, cultural, educational and professional background, language learning history, literacy level,

34、 cognitive and physical abilities).3.4 Information shall be provided showing the equivalence of the LLSPs definitions of language competence levels with a widely known national or international scale, and indicate how these competence levels relate to the goals of instruction.NOTE Annex A provides e

35、xamples of scales of proficiency for language learners.3.5 Information about the relevant education, training history and prior learning of learners, including language qualifications and credentials awarded to them, shall be obtained and used with the legitimate consent of the learners.3.6 The spec

36、ific aims, wishes, goals and requirements of sponsors commissioning the language learning service shall be determined.3.7 Where relevant and feasible, learners shall be provided with the support they need in understanding their own language learning needs and goals.3.8 Where relevant and feasible, l

37、earners or sponsors should be consulted as to how they expect the language skills, competences and awareness developed as a result of the language learning service to transfer to the work-related tasks and responsibilities of the learners, and also as to what the sponsor will consider to be indicato

38、rs of success.3.9 An agreement shall be reached between the LLSP and the learner or the sponsor on the findings of the needs analysis, and on the nature and intended goals of the language learning service that would best meet the needs of the learner or the sponsor.3.10 Learners or sponsors shall be

39、 given information about the available learning services that correspond to their needs, including about aspects such as outcomes, scheduling, teacher selection, class size, curriculum, method and cost.3.11 Teachers shall be fully informed about the findings of the needs analyses relating to the lea

40、rners placed in their courses.DIN ISO 29991:2016-077 4 Design of the language learning services4.1 The language learning and teaching methods and learning materials used, and the modes of learning (e.g. classroom, blended learning, e-learning), shall correspond to the aims and requirements of the cu

41、rriculum, and shall meet the agreed goals (see 3.9), as well as the needs, background and situation of the learners. The materials shall be accurate in terms of content.4.2 The specific aims and planned outcomes of the language learning service selected to meet the needs of learners and, where appli

42、cable, of sponsors shall be clearly specified and communicated to the learners or their sponsors, and to teachers.4.3 The principles, learning and teaching methods and the modes of learning to be used shall also be specified and made known to the learners and, where applicable, their sponsors.4.4 Th

43、e roles and responsibilities of the LLSP, the learners and their sponsors, relating to the delivery of the language learning services and to the monitoring and assessment of learning, shall be clearly specified.4.5 A curriculum and means of assessment reflecting the intended goals of the language le

44、arning service (see 3.9 and 3.10) shall be designed and developed.4.6 Curriculum design and development shall be carried out by professionals who are experienced or trained in the design and development of curricula for language learning services.4.7 In the design of language courses, the following

45、shall be taken into account:a) the background and situation of the learners see 3.3, bullet d);b) the language learning needs and language learning goals of the learners or sponsors;c) the language(s) that learners have previously acquired or studied;d) the characteristics of the target language and

46、, where necessary, the characteristics of the learners first language;e) the proposed intensity and duration of the course, and the mode and context in which it is to be delivered (e.g. classroom learning, blended learning, e-learning);f) best practice and latest research in language learning and te

47、aching.4.8 The learning goals and curriculum documents shall be made available to learners and, where applicable, to their sponsors prior to and during delivery of the language learning services.4.9 The teachers, including those not permanently or exclusively employed by the LLSP, shall implement in

48、 their teaching the language teaching principles and methods specified by the LLSP.4.10 The LLSP shall ensure that the curriculum and learning materials are reviewed, internally or otherwise, at least annually and, if necessary, are updated.5 Teachers appointed by the language learning service provider5.1 LLSP teachers shall either:a) be experienced and have a qualification/training in tea