Determining the Linguistic Profile for Bilingual Positions

• Introduction
• General Second Official Language Qualifications
• Determining second official language qualifications
• Description of second official language proficiency levels
  
  
  • Reading Proficiency Levels
  • Writing Proficiency Levels
  • Oral Interaction Proficiency Levels
• Qualifications Requiring Code P
  
  
  • How to Specify Code P
  • Table: Use of Code P
  • Table of Specific Language Proficiency
• Example Linguistic Profiles
  
  
  • Example 1 - Position: PM-06, Chief, Validation and Collections
  • Example 2 - Position: CR-02, Office Clerk
  • Example 3 - Position: MA-STA-03, Methodologist
  • Example 4 - Position: IS-03, Writer/Editor
  • Example 5 - Position: ST-SCY-02, Secretary

Introduction

The purpose of this guide is to provide information on determining the linguistic profile for bilingual positions. The linguistic profile summarizes English and French language qualifications for each of three linguistic skills:

• reading,
• writing,
• and oral interaction.

It may include two types of qualifications:

• general second official language proficiency qualifications; and
• specific language or language-related qualifications in either the first or second official language (designated by code "P").

This guide will describe each of these qualifications for bilingual positions in turn, and will present examples of linguistic profiles.

General Second Official Language Qualifications

As with any other qualification, second official language qualifications must be relevant to the duties and responsibilities of the position. However, unlike most other qualifications, tests used to assess each of the general second language skills (reading, writing and oral interaction) are prescribed by the Public Service Commission, and standards of general proficiency (A, B and C) are defined for each skill. These tests and standards apply to all occupational groups.

Standards of general proficiency are defined for each skill according to the tasks that employees are required to accomplish in their second official language. The levels are ordered from A (lowest) to C (highest), and are cumulative: an employee functioning at Level B can accomplish tasks at Levels A and B, and an employee functioning at Level C can accomplish tasks at all three levels. When a skill (or skills) is not required, a dash ("-") is used in the linguistic profile instead of a proficiency level. The tasks and other relevant considerations which define the three proficiency levels in each skill are described in the section entitled, Description of second language proficiency levels.

Determining second official language qualifications

The manager can ensure that second official language qualifications are based on the duties and responsibilities of the position by following two steps.

• Step 1: List the language tasks in each skill (reading, writing, and oral interaction) required to carry out the duties and responsibilities. It may be that not all skills are required. For example, many jobs do not require writing or, if writing is required, allow for employees to write in the language of their choice. The list should specify the language(s) (English and/or French) in which each task must be accomplished.
• Step 2: For each language, determine the proficiency level required in each skill by comparing the tasks required for the job to those in the description of Levels A, B and C in this guide. The level selected should include the most difficult tasks identified for the skill.

As a general rule, positions identified according to Treasury Board policy as bilingual for reasons of service to the public or supervision require at least Level B in each skill. However, for positions in the Administrative Support or Operational categories, Level A may be used if justified by the duties and responsibilities of the position.

Description of second official language proficiency levels

Descriptions of proficiency levels in reading, writing, and oral interaction are provided here. Although A, B and C are the only levels of general proficiency required for any bilingual position and are the only levels identified in linguistic profiles, an additional definition, termed "exemption", is also included in the descriptions for each skill. An exemption is an indefinite dispensation from further language testing. It is granted to persons whose second language test performance indicates that they can be expected to maintain their second language proficiency within Level C indefinitely.

Reading Proficiency Levels

Level A

is the minimum level of second language ability in reading that should be identified for positions that require the comprehension of texts on topics of limited scope. A person reading at this level can fully understand very simple texts and grasp the main idea of texts about familiar topics. In addition, elementary points of information such as dates, numbers, or names can be read and understood from relatively more complex texts in order to perform routine job-related tasks. A person at this level would not be expected to read and understand detailed information. Examples of some tasks which can be performed at Level A of reading are as follows:

• looking over letters, memos, or forms in order to file or distribute them;
• scanning various texts to pick out specific elements of information (e.g., dates, numbers, names);
• reading forms such as requisitions, work orders and invoices in order to process them; and,
• scanning listings, indexes, or computer printouts in order to compile information or note changes.

Level B

is the minimum level of second language ability in reading that should be identified for positions that require comprehension of most descriptive or factual material on work-related topics. A person reading at this level can grasp the main idea of most work-related texts, locate specific details and distinguish main from subsidiary ideas. However, reading texts using complex grammar and less common vocabulary would cause difficulty. Examples of some tasks which can be performed at Level B of reading are as follows:

• reading reference materials to extract information required for the job;
• reading reports, articles or other documents to get a general idea of the content or to extract specific details required for the job;
• reading memos, notices or information bulletins on work-related matters;
• reading incoming correspondence to select or take note of items requiring action; and,
• reading documentation, reports or other work prepared by employees to verify that the content is correct and complete.

Level C

is the minimum level of second language ability in reading that should be identified for positions requiring the comprehension of texts dealing with a wide variety of work-related topics. At this level most complex details, inferences and fine points of meaning are understood. Specialized or less familiar material can also be read with good comprehension. Some seldom-used expressions may be missed, however, and there may be some difficulty with very complex grammatical structures. Examples of some tasks which can be performed at Level C of reading are as follows:

• reading policy papers, research or technical reports, correspondence or other documents in order to assess implications, provide comments or make recommendations;
• skimming books, articles and reports in order to have an overview of the content;
• reviewing correspondence or other texts prepared by an employee for meaning and tone;
• reviewing contracts or specifications for completeness and accuracy; and
• reading in depth such documents as files or regulations in order to extract details for action or interpretation.

Exemption

from further second language testing in the reading skill will be granted to persons who obtain a score high enough that they need not be tested again.

Writing Proficiency Levels

Level A

is the minimum level of second language ability in writing that should be identified for positions that require writing very limited units of information in the second language. A person at this level may write isolated words, phrases, simple statements or questions on very familiar topics using words of time, place or person. Errors of grammar, vocabulary and spelling are to be expected and tolerated as long as the message is understandable. Examples of some tasks which can be performed at Level A of writing are as follows:

• filling out a form or report related to one's duties by supplying appropriate words or phrases or writing a few comments;
• noting brief messages in a telegraphic style;
• listing a series of items or activities in an index or table of contents;
• writing titles, headings or filing cards in familiar work situations;
• writing brief notes giving simple information; and,
• using model or form letters to deal with routine situations by filling in words or slightly adapting content.

Level B

is the minimum level of second language ability in writing that should be identified for positions that involve writing short descriptive or factual texts in the second language. A person writing at this level has sufficient mastery of grammar and vocabulary to deal with explicit information on work-related topics. While the basic information is communicated, the writing will require some corrections in grammar and vocabulary as well as revision for style. Examples of some tasks which can be performed at Level B of writing are as follows:

• preparing short, routine administrative correspondence to request or give information, explanations or instructions;
• writing brief reports to explain or request that action be taken on work-related matters;
• writing a telex or using a terminal to communicate within a particular system;
• filling in forms where brief written descriptions and comments are required;
• formulating observations or presenting conclusions summarizing a text or a meeting in point or note form;
• preparing a simple factual information bulletin or directive; and,
• adapting texts such as model letters by adding a few words or slightly modifying the content.

Level C

is the minimum level of second language ability in writing that should be identified for positions that require a person to write explanations or descriptions in a variety of informal and formal work-related situations. At this level, a person can write texts in which the ideas are developed and presented in a coherent manner. The style of presentation and use of vocabulary, grammar and spelling are generally appropriate and require few corrections. Examples of some tasks which can be performed at Level C of writing are as follows:

• writing correspondence or other texts in which detailed facts and reasons must be requested or given;
• drafting short reports, recommendations, information bulletins, research papers or summaries on particular work-related topics;
• preparing a summary of a meeting or document; and,
• making limited modifications or corrections to correspondence or other texts for meaning or tone.

Exemption

from further second language testing in the writing skill will be granted to persons who obtain a score high enough that they need not be tested again.

Oral Interaction Proficiency Levels

Level A

is the minimum level of second language ability in oral interaction that should be identified for positions that require simple and repetitive use of the language in routine work situations. A person at this level can ask and answer simple questions and give simple instructions or uncomplicated directions relating to routine work situations. However, communication may be difficult because a person speaking at this level makes many errors and has deficiencies in grammar, pronunciation, vocabulary and fluency. The person at this level may have problems in understanding speech spoken at a normal rate and repetitions may be required to understand what is being said. Examples of some tasks which can be performed at Level A of oral interaction are as follows:

• asking and answering simple questions from colleagues or other employees about names, addresses, dates, times or numbers;
• making requests to colleagues or other employees and responding to such requests about simple and uncomplicated matters concerning supplies, files, equipment, documents or letters;
• giving and following simple directions about the location of people, places or things; and,
• giving and following instructions on uncomplicated matters about which work to do or whom to see.

Level B

is the minimum level of second language ability in oral interaction that should be identified for positions that involve departure from routine or repetitive use of the second language. A person at this level can sustain a conversation on concrete topics, report on actions taken, give straightforward instructions to employees, and provide factual descriptions and explanations. While many errors and deficiencies in grammar, pronunciation, vocabulary and fluency may occur, these do not seriously interfere with communication. However, a person at this level should not be expected to cope with situations that are sensitive or that require the understanding or expression of subtle or abstract ideas. The ability to deal with situations involving hypothetical ideas and the use of persuasion is also limited. Examples of some tasks which can be performed at Level B of oral interaction are as follows:

• handling requests for routine information from other employees or members of the public (either by telephone or in face-to-face conversations) about such things as services, publications or competitions;
• participating in informal meetings or work sessions dealing with such matters as the assignment of work, steps to be followed, priorities or deadlines;
• giving factual accounts to colleagues or investigators of actions taken or events that have occurred; and,
• giving and following instructions or explanations about how work is to be done, what information is needed and what steps or alternatives are to be followed.

Level C

is the minimum level of second language ability in oral interaction that should be identified for positions which require handling sensitive situations where the understanding and expression of subtle, abstract, or complicated ideas is required or where unfamiliar work-related topics must be dealt with. A person at this level can support opinions or understand and express hypothetical and conditional ideas. However, the ease and fluency of a native speaker is not required or expected. There may be errors and deficiencies in pronunciation, grammar, and vocabulary but such errors rarely interfere with communication. Examples of some tasks which can be performed at Level C of oral interaction are as follows:

• giving and understanding explanations and descriptions which may involve complicated details, hypothetical questions or complex and abstract ideas;
• giving and understanding detailed accounts of events, actions taken, or procedures to be followed;
• discussing or explaining policies, procedures, regulations, programs and services relating to an area of work;
• participating effectively in discussions which involve the rapid exchange of ideas;
• supporting opinions, defending a point of view, or justifying actions in meetings or discussions with employees, colleagues or superiors;
• counselling and giving advice to employees or clients on sensitive or complex issues;
• participating in selection boards;
• making presentations, giving training courses or defending appeals; and,
• dealing with situations which require quick and accurate use of both languages in rapid succession (such as those faced by a receptionist in a busy office).

Exemption

from further second language testing in the oral interaction skill will be granted to persons who obtain a rating high enough that they need not be tested again.

Qualifications Requiring Code P

Code P is used in the linguistic profile for two types of specific language qualifications. These are:

• language-related skills normally acquired through specialized training (including dictatyping; dictation using shorthand; proofreading texts; writing, revising, and/or editing texts; translation; and interpretation) and
• specialized or expert proficiency in one or both official languages (for example, as used in teaching English or French).

A "P" in the linguistic profile indicates which language (English and/or French) and which general language skills (reading, writing, and/or oral interaction) are used in performing the specific skill or proficiency. The specific skill or proficiency itself should be identified under the Abilities and Skills qualifications on the Statement of Qualifications.

While code P is used only to indicate qualifications for bilingual positions, it may or may not refer to a second language requirement. If, for example, a job requirement is to provide an editing service for texts written in French, code P would be specified for reading and writing skills in French. Code P would then represent a first language requirement for candidates whose first official language is French, and a second language requirement for candidates whose first official language is English.

When used, a code P supersedes any general second official language qualification. It is thus used instead of any general proficiency level (A, B, or C) that might otherwise have been specified in the profile. As well, second language tests prescribed by the Public Service Commission are not used to evaluate code P qualifications.

How to Specify Code P

In order to satisfy the requirements of Selection Standards, code P must be used in the situations described in the table in the following section. The use of code P should be restricted to these and similar situations. By following the steps described below, the manager can ensure that the application of code P is justified and that it is used to reflect the duties and responsibilities of the position.

• Step 1: Analyze the position to determine what specific language proficiency, if any, is required.
• Step 2: Determine the language(s) and linguistic skill(s) (reading, writing, and/ or oral interaction) in which the specific language proficiency will be used. It may be required in one or both languages. A bilingual position requiring the editing of French documents (but not English documents), for example, would require code P in reading and writing in French only. If editing were done in both languages, however, code P would be required in both. A position requiring the translation of written documents, on the other hand, even if the translations were to be into only one target language, would require a code P in both source language (in reading) and target language (in reading and writing).

Note that, as applied to code P requirements, the Official Languages Exclusion Order specifies that:

• regardless of their first official language, all candidates must satisfy all qualifications designated by code P in order to be qualified for a position; and
• second language training sponsored by the Public Service Commission may not be used to meet a qualification designated by code P.

Table: Use of Code P

Specific Language Proficiencies and Corresponding Skills Designated in the Linguistic Profile

Note: A typing qualification alone, without proofreading, does not require code P. Proofreading includes reading and correcting errors of all types, including errors in spelling, grammar and punctuation (however, merely proofreading one's own typing work to ensure accurate copy is not sufficient to warrant the use of a grammar, spelling and punctuation qualification and the resultant use of the code P).

1. Except as indicated, a specific language proficiency would normally be performed in English or French separately. Code P would be specified in both languages only if the job required parallel performance of the proficiency in English and in French.
2. Code P is specified in both source and target languages.
3. If required, code P is specified in the source language only (in order to interpret documents being read aloud).

Example Linguistic Profiles

Example 1

Position: PM-06, Chief, Validation and Collections

Linguistic profile:

Official Language Requirements

Reading

As Chief, the incumbent must read letters and memorandums dealing with sensitive taxation matters to reply or to check the accuracy of the reply given. The Chief must also read complex administrative reports to comment, plan or make administrative decisions. Texts may be written in English or French, and must be understood in detail in order to grasp their nuances and implications.

Writing

The incumbent must write letters to inform taxpayers of decisions made regarding taxation matters. Short administrative reports must also be written. Letters and reports must be written accurately enough to be easily corrected, and must be written in the first official language of the client.

Oral Interaction

The incumbent must attend meetings and discuss complex issues related to program management and administration. At these meetings, the Chief must make presentations, give detailed explanations and defend ideas proposed. On occasion, the Chief must also meet with taxpayers to give them detailed explanations of taxation matters and to justify decisions taken. Finally, in the event of a grievance, the Chief must meet with union representatives and justify decisions taken. In all of these situations, English or French must be spoken depending on the language used by the people in attendance.

Example 2

Position: CR-02, Office Clerk

Linguistic profile:

Official Language Requirements

Reading

As an office clerk, the incumbent must read correspondence to answer very simple enquiries (e.g., requests for copies of records) and to forward more complex pay and benefit enquiries to the appropriate officer. The correspondence may be written in English or French and, in reading it, the incumbent must be able to grasp the general idea being expressed and identify very simple information such as names, dates or the specific subject of an enquiry.

Writing

The incumbent must prepare short letters to provide very simple factual information, such as confirming that a particular document is on file and indicating the date it was prepared and the names of all recipients of the document. Short memorandums must be adapted by slightly modifying their content. Texts must be written in English or French depending on the language of the addressee, or in both languages. Texts produced may require corrections, since the supervisor revises all letters and memorandums before signing them.

Oral Interaction

The incumbent must answer telephone calls received by the unit and forward them to the appropriate person, take messages, make appointments and answer requests for copies of records. Calls may come from employees of the department or private or government organizations, and may be made in English or French depending on the caller. The incumbent must be able to carry on a conversation, clarify the specific subject of the call, and give concrete and factual explanations.

Example 3

Position: MA-STA-03, Methodologist

Official Language Requirements

Reading

As a Methodologist, the incumbent must read documents related to investigations to be conducted and to investigative methods, especially directives, memorandums, investigation plans or comments on investigation plans. Texts may be simple or complex, and must be understood in detail. The Methodologist must be able to read these texts in order to grasp implications for conducting investigations, express an opinion, solve problems or choose a method of investigation.

Writing

The incumbent must write memorandums to colleagues as well as write reports. However, the incumbent may choose to write in either official language.

Oral Interaction

The incumbent must attend meetings in order to plan investigations. At these meetings, the Methodologist must work in a group with various specialists and give detailed explanations of investigative methods, make suggestions and offer solutions to problems, and justify their merits. The incumbent must be able to communicate orally in English or French depending on the people present.

Example 4

Position: IS-03, Writer/Editor

Official Language Requirements

Reading

As a writer and editor, the incumbent must read a wide variety of relatively complex texts written in English and French, such as brochures, press releases, magazine articles and other documents to ensure the consistency of the English and French versions.

Writing

The incumbent must write a wide variety of texts in French, such as brochures, press releases, magazine articles and other documents, or edit and rewrite them to improve their style. Texts must be of acceptable quality for publication. The incumbent is not required to write texts in English, as another person performs similar duties in English.

Oral Interaction

The incumbent must discuss publication priorities and requirements with other employees and explain concrete matters related to writing and editing texts or printing documents. English or French must be spoken depending on the employees present.

Example 5

Position: ST-SCY-02, Secretary

Official Language Requirements

Reading

As a secretary, the incumbent must type relatively complex letters and reports prepared by officers in the division to be signed by the supervisor. Typed texts must be reread to ensure that they are free of spelling, grammar or punctuation errors. Texts may be written in English or French.

Writing

The incumbent must correct spelling, grammar and punctuation in letters and reports prepared by officers in the division to be signed by the supervisor. Texts written in English or French must be corrected.

Oral Interaction

The incumbent must receive telephone calls for the supervisor and make appointments and travel arrangements. Calls may come from the public, private or government organizations, or employees of the division and may be made in English or French depending on the caller. Exchanges are usually brief, but the incumbent must be able to carry on a conversation and give concrete and factual explanations.