Language Status Quo

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Language Status Quo
Contributors Christian Köppe, Mariëlle Nijsten
Last modification May 16, 2017
Source Köppe and Nijsten (2012)[1][2]
Pattern formats OPR Alexandrian
Learning domain

You assume that students are at a sufficient level of general foreign language competences, i.e. they have knowledge of basic common vocabulary and grammar and can use the language. You now want to start teaching a course in this foreign language, with a foreign language as a medium of instruction so as to improve the use of this language in a professional setting.


Without knowing the actual level of foreign language competences of the students it is likely that the language parts of the course design are either too difficult for the students which hinders them in grasping the content or are too simple for them which means that their language understanding probably does not improve.


Therefore: Get to know the language level of all students at the start of a course to obtain a realistic overview for your specific professional and educational goals. Use appropriate tests that include both general language competences and context specific linguistic competences, such as class room language, formal academic language, and core professional activities in your field. This is the basis for an adequate language integration in the course design.












Applied evaluation

Related patterns



  1. Patlet first mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 1. In Proceedings of the 17th European Conference on Pattern Languages of Programs (EuroPLoP 2012) (p. 10). New York:ACM.
  2. Also mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 2. In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). New York:ACM.