Content-Specific eligibility requirements

Because Books4Language Formative Content are created for the European language education system, the Formative Content should be alieated with the CEFR for the Languages, where the CEFR describes foreign language proficiency at six levels: A1 and A2, B1 and B2, C1 and C2.

Books4Languages Formative Content use a notional-functional syllabus. An approach where the materials are determined with Notions or ideas that learners expect to be able to express through the target language and the Functions acts learners expect to be able to accomplish. Teachers should use that aproach if an integration with other books of the platform is required.

Books4Languages Contributors can use Books4Languages platform for his/her specifical situation, by creating new Formative Content, by making adaptations or translations, but just a Formative Content can be send by a Contributor to be Promoted Content if the Formative Content is created by a Teacher and it meet our editorial criteria (Books4Languages Editors guide, Integrated Foreign Languages Curriculum (IFLC), the CEFR and other related Books4Languages policies) and standards for publication.

New languages Formative Content should be aligned for any of the levels of language competence (CEFR) with the Reference Level Descriptors (RLD). Any popular European languages such as English, Spanish or French have their RLD completed, but other, less popular ones, still need to have their outlines drawn. Contributors should take care of the apropiate distribution of the content acros all the different levels.
Contributors also should consider the distribution of the language-learning objective acros all the four Components of the language (Vocabulary, Grammar, Orthography and Culture).

The definitions for the various terms used to describe adoption statistics:

Accepted Content

Accepted Content includes the TextBooks that are offered through the different Books4Languages Catalogs.

Promoted Content

Accepted Content may be included in one or more current or future Content collections (“Collections”) made available for licensing or distribution by Books4Languages or third party distributors (each a “Distribution Partner”).

Editors Guide

The Books4Languages editos guide is a set of guidelines for the Contributors and Editors. These guidelines will include standards for grammar, sentence structure, images and stage of development.

It also shows the interaction and relationships of the phases of the Content development process: Planning, Content and Methods, (III) Implementation, and (IV) Evaluation and Reporting. It is important to acknowledge that things do not always work exactly as depicted in a model! Each phase has several steps or tasks to complete in logical sequence. These steps are not always separate and distinct, but may overlap and occur concurrently

The goal of a style guide is to ensure your content stays consistent and high quality no matter who is writing or editing the article.

CEFR for Languages

The CEFR is used extensively in language teaching, developed by the Council of Europe, this framework which was designed to provide a basis for the elaboration of language syllabuses and curriculum guidelines, is also growing outside Europe, with some individual countries in Asia and Latin America adopting it in their education systems

Integrated Foreign Languages Curriculum

Integrated Foreign Language Curriculum supports essential consistency checks and comparisons of linguistic descriptions across languages;

For a Notional-Functional syllabus that means, we teach the same notions acros all the different languages TextBooks for a specifical Theme or Unit.

Whereas a Content and Language Integrated Learning (CLIL) is where the student is learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

Language-Learning Objective

Learning Language Objects are self-contained units of instructions designed to help the learners to improve their target proficiency.

Reference Level Descriptors

The Reference Level Descriptors (RLD), for a given language, describe the Framework descriptors that characterise the competences of learners in terms of linguistic material specific to that language.


  • Author: A Teacher who can manage their profile and the possibility of publishing User Postings and Resource Publications.
  • Collaborator: An Author who can modify, reuse, remix, translate, copy, etc. the Content Publications of others.
  • Editor: A Collaborator who can manage their profile and the possibility of publishing Content Publications even if they are created from others.

Update 07-08-2022