Linguistic, sociolinguistic, and pragmatic competence as criteria in assessing vocational language skills: the case of Finland

Abstract

The content of the assessment criteria used in assessing vocationally oriented language competence in the Finnish Competency-Based Qualifications was examined. The data consisted of the National Core Curricula, eight education providers’ assessment criteria used in rating performances in the Qualification of Business and Administration, and thematic interviews conducted with 12 language teachers and four workplace experts. The data were analysed qualitatively. The results showed that on the lower levels of language competence, sociolinguistic and pragmatic competences were considered important in compensating for lacking linguistic competence. The findings will be useful in further defining the content of professional language competence for teaching purposes, and, in particular, in designing workplace oriented assessment criteria.