|
 What is Teastas Eorpach na Gaeilge/The European Certificate in Irish?
Why is teg important for employers?
What are learners capable of at the different levels?
Absolute Beginners (A1)
Beginners 2 (A2)
Lower Intermediate (B1)
Upper Intermediate (B2)
Advanced 1 (C1)
The Language Centre in NUI Maynooth has developed a system of certification for adult learners of Irish. The system consists of syllabi and examinations at five levels of ability. A further level is currently in the process of development. A similar system of certification has already been developed for the majority of other European languages.
Back to top
As an employer, it is important that you have access to accurate, reliable information about your employees’ or prospective employees’ level of ability in Irish. The Language Centre in NUI Maynooth currently provides examinations at five levels of ability:
Absolute Beginners (A1)
Beginners 2 (A2)
Lower Intermediate (B1)
Upper Intermediate (B2)
Advanced 1 (C1)
The four skills - Speaking, Listening Comprehension, Reading Comprehension and Writing – are tested at the examination levels A1 - B2. A further section, Use of Irish, is included in C1. The following grades are awarded in the examinations:
| A1 |
A2 |
| 50-64% Pass |
50-64% Pass |
| 65-79% Pass with Merit |
65-79% Pass with Merit |
| 80-100% Pass with Distinction |
80-100% Pass with Distinction |
| B1 |
B2 |
| 50-64% Pass |
50-64% Pass |
| 65-79% Pass with Merit |
65-79% Pass with Merit |
| 80-100% Pass with Distinction |
80-100% Pass with Distinction |
| C1 |
| 60 % Pass * |
| 80-100% Pass with Distinction |
| *Candidates must obtain a minimum 10% (out of 20%) in every section of the exam to earn an overall pass in the exam. See the Advanced 1 examination for further information. |
In all examinations, the mark awarded in each of the four skills is made known to the candidate. This is highly useful to the employer who wishes to have comprehensive information regarding the standard of communication and the written ability of an employee or of a person whom the employer is considering for employment.
Back to top
Below is a general synopsis of what learners can do in the different skills at each level.
| Absolute Beginners (A1) |
| Speaking and Listening Comprehension |
At this level, learners will be able to use single words and very simple sentences when participating in conversations on topics and general matters closely related to their own lives (see the topics on the syllabus). For example, they will be able to give very basic descriptions of themselves, where they live, the work they are engaged in and the things they do on a daily basis. They should understand simple speech, delivered slowly and clearly, as long as it relates to ordinary everyday matters. They will be dependant on others to help them in their attempts at communication.
|
| Reading Comprehension |
Learners will understand very simple, brief texts provided they are closely related to everyday life. They will unravel the meaning of a text, phrase by phrase, locating names, words and recognisable basic phrases. They will need to reread the text where necessary.
|
| Writing |
At this level, learners will be able to write single words on very basic forms and other such documents. They will be able to write phrases such as ‘Is maith liom ceol (I like music)’, for example. Candidates are only required to write single words in the A1 (Absolute Beginners) examination.
|
| Further information: see Syllabus A1 (Absolute Beginners) |
Back to top
| Beginners 2 (A2) |
| Speaking and Listening Comprehension |
At this level, learners will be able to describe, in simple terms, their background, their work, their daily activities, their likes and dislikes. They will use simple phrases and sentences (see examples in the syllabus). They will be able to participate in simple conversations on ordinary matters. They will understand simple sentences and common phrases, pertaining to ordinary life, provided that the language is clear, that the speech isn’t overly dialectal and that it is delivered at a reasonable pace. They will continue to rely greatly on others to help them in their efforts to communicate.
|
| Reading Comprehension |
Learners will be able to understand the gist of a written account (e-mail or letter, for example) as long as it is in simple language and the subject matter pertains to an area in which the learner has some knowledge or interest. Learners will not be able to handle abstract subject matter or material which doesn’t contain commonly used vocabulary. They will have to use their limited resources in terms of vocabulary and structure to ascertain to the meaning of a text and to understand details of simple texts.
|
| Writing |
The learner will be able to write simple sentences, in an e-mail message for example, on subjects directly relating to his/her own life, such as 'Tá mé ag dul go dtí an phictiúrlann.’/‘I am going to the cinema tonight.’ At this level, learners will be able to write the following: simple sentences and phrases constructed with simple conjunctions such as ‘and’, ‘but’ and ‘because’.
|
| Further information: see Syllabus A2 (Beginners 2) |
Back to top
| Lower Intermediate (B1) |
| Speaking and Listening Comprehension |
At this level, learners will be able to participate, without prior preparation, in conversations on general topics that relate to their own lives (see syllabus). They should follow the gist of television programmes or telephone messages. They should be able to participate in simple exchanges of opinion on subject matters with which they are familiar. However, they will be unable to express a complicated point of view. ‘Predictability’ is the most important factor at this level.
|
| Reading Comprehension |
At this level, learners will be able to understand the general meaning of a written account on a subject matter with which they are familiar, for example, simple, non-specialist articles in newspapers and magazines, brochures and pamphlets on cultural events, hobbies and so forth. They will understand descriptions of events, emotions and so on, as these are expressed in simple letters, e-mail messages and similar documents.
|
| Writing |
At this level, learners will be able to write simple, short notes, for example e-mail messages and simple, personal letters providing factual information about events or descriptions of activities. In the context of their own work, they will be able to write a simple letter providing facts, dates and so forth. Learner written output should be subject to a proof-reading process as errors may be present in work which falls outside the usual range of tasks encountered by the employee.
|
| Further information: see Syllabus B1 (Lower Intermediate) |
Back to top
| Upper Intermediate (B2) |
| General |
Learners should have no great difficulty in understanding and participating in general conversation held at a normal pace. They should have no major difficulty in understanding speakers in the dialect with which they are most familiar. They will need to seek clarification from time to time or to ask someone to repeat what was said. There is a possibility that learners may experience difficulty in understanding native speakers or other fluent speakers who have a strong dialectal accent and who do not accommodate their language to the learner. There is a strong possibility that learners may experience difficulty in understanding speakers of a different dialect, especially those with a strong accent, or those who make extensive use of dialectal vocabulary or phrases.
In conversation, learners will have the appropriate strategies to deal with whatever gaps in understanding that may arise. Learners will understand much of the subject matter in regular news reports and in television programmes about ordinary matters, as long as the accent is not too dialectal nor the subject-matter too specialised.
|
| In the workplace |
Learners should have no great difficulty in participating in meetings on subjects about which they are knowledgeable. They will be able to fulfill ordinary work obligations such as taking phone messages and following directions. Learners may experience difficulty when dealing with one or more interlocutors with a strong dialectal accent or if they are dealing with several people at the same time. The learners will have the appropriate strategies to deal with whatever gaps there may be in their own understanding. They will understand the main points that arise during meetings or presentations in which specialised subject-matter, unrelated to their own area of work, is discussed.
|
| Speaking |
| General |
Learners ought to be able to participate actively in ordinary conversation with another/others, provided the conversation is held at a normal pace. In such a conversation, they will be capable of coping with a wide variety of subject-matter, as laid down in the syllabus, as well as with other subjects of particular interest to them. Learners at B2 level will be equipped with the necessary language skills to understand and engage in discourse and coherent argument on a given subject to a greater extent than one would expect from learners at level B1. At this level, learners can exchange, check and confirm information. They can comment on the personal importance of particular occurrences and experiences, convey their outlook and defend their point of view with relevant examples and arguments. Not only will they be able to express themselves satisfactorily but they will have the appropriate skills to deal with the unexpected as it arises.
|
| In the workplace |
Learners will be able to participate in conversation or in meetings on subjects about which they are knowledgeable. They will be able to speak to people on the phone, take messages, pass on messages, give directions and so forth. They will be able to make a presentation (formal/informal) on matters relating to their work.
|
| To what standard? |
The learner will have a good grasp of grammar. However, (s)he may hesitate from time to time in their effort to recall the appropriate words or phrases. Learners at this level will not make the kind of grammar mistakes which could give rise to serious misunderstanding. They have a reasonably wide vocabulary that encompasses general topics and subject matter of particular interest to themselves. They pronounce words clearly and intelligibly, even though the influence of their mother tongue may be detected at times. It is probable that they may still have problems with emphasis and inflection.
|
| Reading Comprehension |
| General |
Usually one could expect learners at B2 level to be able to cope with many different types of written texts which deal directly or indirectly with the topics outlined on the syllabus and other subjects in which they have a particular interest.
|
| In the workplace |
The learners will be able to cope with standard letters and they will understand the general meaning of a wide range of correspondence unrelated to their own usual responsibilities. However, it may be difficult for them to deal with complicated situations and with non-standard Irish. They will able to comprehend fully brief reports and articles on predictable topics and they will be able to follow the main thrust of a matter even in the case of reports or articles on a topic with which they are not so familiar, provided the choice of vocabulary is clear. If the expression used is vague, there will be a danger of misinterpretation. Learners should be familiar with how to make the most of support materials and appropriate learning resources - for example, dictionaries.
|
| To what standard? |
One would expect learners to be able to understand the main points in ordinary texts and that they will be able to draw conclusions from and understand the indirect implications of texts. With regard to letters and e-mail messages, one would expect that learners would have little difficulty in understanding matters closely related to their own area of interest. They should be able to make appropriate use of dictionaries and learning resources (online and other) to help them in relation to specialised terms or words/phrases outside of their area of specialisation.
|
| Writing |
| General |
B2 learners should be able to undertake a wide range of written tasks, once the subject matter pertains to predictable topics. For example:
|
 Notes
Messages
E-mail messages
Personal letters
Invitations
Personal diary
CV
Job applications
|
Posters
Descriptions
Composition
Summaries
Articles
Reviews
Essays
Editing texts |
| In the workplace |
The learners will be able to produce a wide range of written documents pertaining directly to their work, but these documents would need to be checked to ensure their accuracy. Learners will be able to provide information in written form, provided that it relates to work areas with which they are familiar. They will be able to make written applications, within a predictable range. They will be able to take and pass on messages but they will have difficulty with complicated or long messages. They will be able to jot down notes while somebody is speaking on a topic on which they are knowledgeable. Below are examples of written tasks which could be performed in the workplace:
Messages
E-mail messages
Formal letters
Work diary
Reports
|
| To what standard? |
Learners will know how to write a formal or informal letter; the way to start and finish a letter, address, dates, punctuation and so forth. See Maidir le do litir, An Gúm, Dublin, (1998). There should be no substantial inaccuracy in it, provided that the subject matter itself is reasonably simple and predictable. The learners will have a good grasp of grammar. They will not make the kind of grammar mistakes that could lead to serious misunderstandings. They will use a wide range of vocabulary covering the majority of general topics and specific subject matter in which they have a particular interest. They will be reasonably accurate with regard to spelling and punctuation but it is probable that the influence of their mother-tongue may be detected in their writing.
|
| Further information: see Syllabus B2 (Upper Intermediate) |
Back to top
| Advancedl 1 (C1) |
| Speaking |
| General |
Learners will be able to take an active part in everyday conversations or in more formal discourse (for example, lectures, debates, interviews etc.). Able to discuss complex, abstract topics with others, including native speakers, as long as the discussion is not overly dialectal, specific, technical or speedy. Able to advance and defend opinions and ideas and to respond to other people's points/arguments.
|
| To what standard? |
Able to talk about a wide range of topics accurately, fluently and spontaneously, in a way that makes few demands of the listener. Some influence of the mother tongue will be detected with regard to pronunciation and speech rhythm. Some grammatical mistakes will be made in speech, especially when the speaker is under pressure, or speaking quickly or in an animated manner. Not all rules relating to complicated aspects of grammar are observed, for example aspiration, weak plurals, relative clauses etc. Occasionally, words and phrases will be used with the incorrect meaning. Some inaccuracies could be very basic, for example ‘Tá an charr páirceáilte ag barr an tsráid’. But such slips are due to pressure or inattention. They are not systematic errors arising out of lexical inadequacy or ignorance of basic grammar.
The speech of a learner at C1 level will almost always be understood by native speakers and other educated speakers. The learner can use an appropriate tone to express feelings and thoughts, for example surprise, sympathy, deprecation, irony etc. Speech is rarely hesitant and the learner rarely gives the impression that s/he is searching for the appropriate word or phrase. He/she has strategies for requesting clarification of meaning and handling interruptions. Able to talk at length in formal and informal contexts. Able to depart spontaneously from a text or prepared notes and to develop points of interest that arise during a conversation.
|
| Listening Comprehension |
| General |
Learners at C1 level can understand long turns without much difficulty, including advertisements, messages, recorded instructions, lectures, debates, the majority of radio/television programmes and other material common in the social, academic and professional spheres. Able to understand conversation and discussion between third parties as long as it is not overly dialectal, specific, technical or speedy.
|
| To what standard? |
Able to understand a long turn even if it is not obviously structured or when certain points are made indirectly or subtly. Able to understand speech that is complex linguistically or in terms of the arguments presented, on abstract or concrete topics even if these are unfamiliar. Able to understand a wide range of idioms and locutions and to appreciate variations in register.
May need to request clarification when encountering unusual idioms, or rapid or very dialectal speech, or indistinct enunciation. Comprehension will be limited if there is much background noise and if speech is unstructured. Poor sound quality in public announcements will lead to comprehension difficulties. It is not expected that every word will be understood in technical discourse or in conversation about subjects of which the learner has no specialist knowledge (for example, legal, IT or religious jargon). However, the general thrust of the conversation will be understood and learners will be able to use the context to guess the meaning of new or partially familiar words and phrases.
|
| Reading Comprehension |
| General |
C1 learners can deal with everyday modern Irish texts about social, professional and academic matters (e.g. correspondence, instructions, articles, reports, books etc.), as long as they are not overly dialectal, specific, or technical. These texts can be long, complex or abstract. As well as a wide vocabulary, the following skills will be required:
- Ability to recognise and effectively use reference material (dictionaries, grammars etc.)
- Ability to skim long, complex tests and extract relevant points/information
- Ability to adapt reading speed and style to different objectives and text types, for example, skimming for information points or scanning a literary or other complex text to obtain the total meaning.
|
| To what standard? |
Able to understand almost every modern Irish text, as long as there is an opportunity to reread difficult passages and to consult dictionaries, grammars etc. Difficulties will arise with highly dialectal forms, with unfamiliar terms, with unusual idioms and with 'archaic' or older language. Even in this case, however, a good understanding of the text will be possible. Difficulties might arise with highly abstract or metaphorical language and with cultural references, for example, literary or historical characters. The learner will have a wide reading vocabulary, and a thorough knowledge of syntax. Able to understand subtle or aethetic prose as well as explicit or literal language. Able to recognise ideas and implications even when they are not stated overtly.
|
| Writing |
| General |
Learners at C1 level will be able to produce a wide range of text types, including those mentioned in Syllabas B2. Writing skills will be more developed, however. Topics will not have to be predictable or relating to the learner's work or areas of expertise. Learners will be flexible and creative enough to write about topics that are not very familiar, as long as those topics are not too specific or technical. In addition to the text types that are listed in Syllabas B2, there will be more complex and, occasionally, longer text types. These will include:
- Handbooks/instruction leaflets
- Advertisements
- Magazine and newspaper articles
- Job descriptions and reports
- Memoranda
- Teaching materials
- Minor 3rd-level dissertations
- Creative writing
- Minutes
|
| To what standard? |
Learners will be comfortable using a wide range of expressions, idioms, connectors and common terms. They will be able to exploit various grammatical structures and syntactic devices to avoid ambiguity, lack of clarity, dullness or repetition. The writing will be limpid, rich, and natural. The influence of the mother tongue will be evident at times but will rarely be such as to make comprehension difficult. Grammar and spelling will be largely accurate. Some inaccuracies specified in the syllabus for this level under 11.2 Struchtúir ar leith and 8.5 Mílitriú will persist. A lack of certainty will exist with regard to dialectal versus standard forms. See 8.8 Caighdeán vs canúint in the syllabus.
That being said, the learner will be able to deal with the majority of the grammar and spelling issues they encounter through the effective use of reference material (dictionaries, grammars etc.). An appreciation of the appropriate register for the genre and social context will be demonstrated. The learner's writing will be creative and subtle where appropriate and expressive language will be used as well as explicit or literal language, for example puns, euphemisms, catchphrases, metaphors etc.
|
Further information: see Syllabus C1 (Advanced 1)
|
Ar ais go barr
|
Information for employers 