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have to matriculate with a minimum level of competency, or are expected to successfully complete a
specially designed programme of study in a target language.

4. In the settings described, French and Spanish have been quite common for some time in the
Caribbean, but given the dynamic nature of the Caribbean, the recent developments, and the projections
regarding the direction in which the Caribbean and the world are trending, the current state of foreign
language education in the region has to be changed to ensure compatibility between the education
system and the obvious needs of the current and future Ideal Caribbean Person who has to acquire
relevant twenty-first Century skills which include multilingualism as well as an awareness and an
appreciation of cultural diversity. Consequently, very early in the turn of the twenty first Century several
languages have been classified as ‘critical foreign languages’ and countries have dedicated record
quantities of money to immersion programmes at the elementary level, rather than to college
programmes as is customary. All of this is important for the Caribbean since, apart from migration to the
United Kingdom, and North America being a key feature of our Caribbean context, the current socio-
economic setting has been impacted by globalisation and new trends.

5. The preceding suggests that the acquisition, certification, and use of languages make Caribbean
societies more marketable for the increasing number of opportunities available to them. The importance
and value of this is a given based on the proximity of the Caribbean Region to North and South America,
the number of Caribbean citizens who migrate and travel to work and study each year, as well as the
growing possibilities and need to interact with speakers of different languages as we provide and receive
goods and services even without leaving our local communities. Competence in languages enriches the
profile and greatly heightens the portability and value of Caribbean human resources, thus giving the
Region greater bargaining power and widening its competitive edge at the international level, making it a
force to be reckoned with in more ways than one. Learning languages will make Caribbean societies more
prepared for the increasing number of opportunities available to them given the nature of existing and
possible expanded interrelationships between the world and the Region. Language for business, language
for leisure, and language for academia should become distinct, significant and meaningful features of the
language teaching, learning and certification package offered in the region.

CURRENT STATE OF LANGUAGE TEACHING ASSESSMENT AND CERTIFICATION

6. CXC® currently offers 11 language certifications across three levels with an additional two
syllabuses under development and another proposed. (See Table 1) When the existing and proposed
developments are complete, the total offering will stand at 14. Languages currently represent 15 per cent
of the examinable subjects at the CCSLC®, CSEC® and CAPE® levels combined. The corresponding
syllabuses have been designed to cover a wide range of topics intended to ensure the development and
appropriate application of vocabulary and language structures in varying contexts. In addition, to some
extent the Caribbean Examination Council’s approach to the Assessment of Modern Language is in
keeping with assessment strategies and techniques employed by various Examination committees and
Boards worldwide. The format of all Modern Language examinations is either oral, written or a
combination of both methods. The level of mastery is determined by the candidate’s ability to listen and
comprehend the targeted language, read and write in internal or external assessments. The use of a
multidimensional approach to assessment of criterion is in keeping with International practices where
candidates are required for CCSLC®, CSEC® and CAPE® to be assessed on their ability to read, speak, and
write the Language as well as their ability to listen and comprehend a meaning conveyed through oral
stimuli. All examination candidates are required to complete both internal and external examinations.

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