Because Books4Language TextBooks are created for the European language education system, the TexBooks 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 TextBooks 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. Ambassadors should use that aproach if an integration with other books of the platform is required.
Books4Languages Contributor can use Books4Languages platform for his/her specifical situation, by creating new TextBooks, by making adaptations or translations, but just a TextBook can be send by a Collaborator to be Accepted Content if the textbook is created by an Ambassador and it follows the Books4Languages Integrated Foreign Languages Curriculum (IFLC) and the CEFR.
New languages TextBooks 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. Collaborators should take care of the apropiate distribution of the content acros all the different levels.
Collaborators also should consider the distribution of the language-learning objective acros all the four Components of the language (Vocabulary, Grammar, Orthography and Culture).
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
Accepted Content includes the TextBooks that are offered through the different Books4Languages Catalogs.
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.
Learning Language Objects are self-contained units of instructions designed to help the learners to improve their target proficiency.
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.
An Author who can modify, reuse, remix, translate, copy, etc. the Content Publications of others.