ISO 29991:2020
(Main)Language-learning services — Requirements
Language-learning services — Requirements
This document specifies requirements for language-learning services. These include any language-learning services that are addressed to language learners themselves as well as to interested parties who are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction may be delivered face-to-face, be mediated by technology or be a blend of both. In cases where the language-learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language-learning services, this document only applies to language-learning services.
Services de formation en langues — Exigences
Le présent document spécifie les exigences relatives aux services de formation en langues. Ceux-ci incluent tous les services de formation en langues s'adressant tant aux apprenants d'une langue qu'aux parties prenantes qui acquièrent ces services pour les apprenants. La définition et l'évaluation des objectifs de la formation et l'interaction avec l'apprenant constituent les caractéristiques principales de ces services. La formation peut être dispensée en présentiel, à distance, par le biais de la technologie ou de façon mixte (ou hybride). Dans le cas où les services de formation en langues sont assurés par un organisme qui offre des produits (biens et services) ainsi que des formations autres que les formations en langues, le présent document s'applique uniquement aux services de formation en langues.
Storitve učenja jezikov - Zahteve
Ta dokument določa zahteve za storitve učenja jezika. Te vključujejo vse storitve učenja jezika, ki so naslovljene na same učence jezikov kot tudi na zainteresirane strani, ki pridobivajo storitve v korist učencev. Ključne lastnosti vsake tovrstne storitve so opredeljeni in ocenjeni učni cilji ter interakcija z učencem. Navodila so lahko posredovana osebno, prek tehnologije ali v kombinaciji obeh načinov.
V primerih, ko storitve učenja jezika zagotavlja organizacija, ki dobavlja izdelke (blago in storitve) ali druge storitve učenja poleg storitev učenja jezika, ta dokument velja samo za storitve učenja jezika.
General Information
Relations
Standards Content (Sample)
SLOVENSKI STANDARD
01-junij-2023
Storitve učenja jezikov - Zahteve
Language-learning services - Requirements
Services de formation en langues — Exigences
Ta slovenski standard je istoveten z: ISO 29991:2020
ICS:
03.180 Vzgoja in izobraževanje Education
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.
INTERNATIONAL ISO
STANDARD 29991
Second edition
2020-09
Language-learning services —
Requirements
Services de formation en langues — Exigences
Reference number
©
ISO 2020
© ISO 2020
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii © ISO 2020 – All rights reserved
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Determining language-learning needs . 3
5 Design of the language-learning services . 4
6 Teachers appointed by the language-learning service provider . 5
7 Availability and accessibility of language-learning materials . 5
8 The language-learning environment . 6
9 Assessment of language learning . 6
10 E valuation of the language-learning service . 7
11 Promotion and advertising of language-learning services . 7
12 Information about the language-learning services for enrolled learners and their
sponsors . 8
13 Invoicing . 8
Annex A (informative) Examples of scales of language proficiency for learners .9
Annex B (informative) Examples of competences needed by language teachers .11
Bibliography .13
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the
different types of ISO documents should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of
any patent rights identified during the development of the document will be in the Introduction and/or
on the ISO list of patent declarations received (see www .iso .org/ patents).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see
www .iso .org/ iso/ foreword .html.
This document was prepared by Technical Committee ISO/TC 232, Education and learning services.
This second edition cancels and replaces the first edition (ISO 29991:2014), which has been technically
revised.
The main changes to the previous edition are as follows:
— minor changes to align with ISO 29993;
— changes in terminology to reflect the new scope and title of ISO/TC 232, 'Education and learning
services'. When originally developed, ISO 29991:2014 was aligned with the scope and title of the TC
at that time, which encompassed learning services outside formal education.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
iv © ISO 2020 – All rights reserved
Introduction
The objective of this document is to set minimum requirements for language-learning services. This
document uses the term 'learning services' rather than 'training' in order to encourage a focus on the
learner and the results of the learning process, and to emphasize the full range of options available for
language learning.
The aims of the document are
a) to improve transparency and enhance the credibility of the language-learning services market;
b) to protect consumers by preventing prejudicial practices;
c) to improve the quality of language learning for all interested parties.
Entities interested in using this document will include language-learning service providers of all kinds
and any size, as well as associations or consortia of language-learning service providers.
This document is necessary because although in some countries the quality control of language-
learning services is well established, the standards applied vary greatly, and in many other countries
there is limited or no regulation.
This document incorporates the broad interdisciplinary expertise of various organisations involved in
standardization – quality assurance, educational technology, programme evaluation, second language
acquisition and applied linguistics, at both national and international levels.
INTERNATIONAL STANDARD ISO 29991:2020(E)
Language-learning services — Requirements
1 Scope
This document specifies requirements for language-learning services. These include any language-
learning services that are addressed to language learners themselves as well as to interested parties
who are acquiring the services for the benefit of learners. The key features of any such service are that
the goals of learning are defined and evaluated, and that it involves interaction with the learner. The
instruction may be delivered face-to-face, be mediated by technology or be a blend of both.
In cases where the language-learning services are provided by an organization that delivers products
(goods and services) or other learning services in addition to language-learning services, this document
only applies to language-learning services.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
3.1
assessment
gathering of language data to determine the language ability of an
individual language learner or group of learners
3.2
authentic material
material not originally produced for language-learning purposes but for
purposes of real communication
3.3
award
designation given by a language-learning service provider to a learner, in
order to indicate a level of performance or attainment, or the completion of a learning programme
3.4
blended learning
combination of face-to-face learning with e-learning
[SOURCE: ISO/IEC 2382-36:2019, 3.1.5, modified.]
3.5
competence
ability to apply knowledge and skills to achieve intended outcomes
[SOURCE: ISO/IEC 17024:2012, 3.6, modified.]
3.6
continuous professional development
ongoing intentional enhancement of professional knowledge or of professional competence
3.7
curriculum
plan of study prepared by the language-learning service provider which
describes the aims, content, learning outcomes, learning and teaching methods, and assessment
processes
3.8
e-learning
learning facilitated by information and communications technology
[SOURCE: ISO/IEC 24751-1:2008, 2.18]
3.9
evaluation
systematic gathering of information in order to make decisions about
possible adjustments to the language-learning service
3.10
language-learning service
processes or sequence of activities designed to enable language learning
3.11
language-learning service provider
LLSP
organization or individual providing language-learning services, including any personnel involved in
the provision of the language-learning service
3.12
learner
person engaged in language learning
3.13
learning
acquiring knowledge, behaviour, skills, values, preferences or
understanding in the language domain
3.14
learning environment
classrooms, multimedia rooms and other physical spaces used for language learning, as well as
furniture and equipment they contain
3.15
sponsor
organization or individual that acquires language-learning services on
behalf of learners, provides financial or other support for them, or has a vested interest in the outcome
of the language learning
Note 1 to entry: Sponsors include corporations, government agencies and persons.
3.16
teacher
person whose job is to provide instruction and facilitate learning, whether in an educational institution
or professional training environment
2 © ISO 2020 – All rights reserved
4 Determining language-learning needs
4.1 Designated and qualified LLSP personnel shall determine the learner’s or sponsor’s language-
learning needs.
4.2 Where relevant and available, national or international frameworks for proficiency in language
learning shall be referred to when determining the learner’s and sponsor’s needs.
NOTE See Annex A for examples of national and international frameworks.
4.3 The needs analysis shall include:
a) the assessment and analysis of the learner’s language-learning needs, including:
i) the desired language skills (e.g. reading, writing, listening, speaking), the desired level of
competence in the language and the time frame, i.e. the goal of the language learning;
ii) the purposes for which and contexts in which the learner needs to use language outside the
course (e.g. socially, in the domain of work or study);
b) assessment of the learner’s existing level of competence in the language being taught using
techniques such as internal tests, third-party tests or self-assessment;
c) reference to the LLSP’s definition of language competence levels (see 3.4);
d) identification of other aspects of the learner’s background and situation which may bear on the
learner’s language-learning needs (e.g. age, first langua
...
INTERNATIONAL ISO
STANDARD 29991
Second edition
2020-09
Language-learning services —
Requirements
Services de formation en langues — Exigences
Reference number
©
ISO 2020
© ISO 2020
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
below or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii © ISO 2020 – All rights reserved
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Determining language-learning needs . 3
5 Design of the language-learning services . 4
6 Teachers appointed by the language-learning service provider . 5
7 Availability and accessibility of language-learning materials . 5
8 The language-learning environment . 6
9 Assessment of language learning . 6
10 E valuation of the language-learning service . 7
11 Promotion and advertising of language-learning services . 7
12 Information about the language-learning services for enrolled learners and their
sponsors . 8
13 Invoicing . 8
Annex A (informative) Examples of scales of language proficiency for learners .9
Annex B (informative) Examples of competences needed by language teachers .11
Bibliography .13
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular, the different approval criteria needed for the
different types of ISO documents should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/ directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of
any patent rights identified during the development of the document will be in the Introduction and/or
on the ISO list of patent declarations received (see www .iso .org/ patents).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT), see
www .iso .org/ iso/ foreword .html.
This document was prepared by Technical Committee ISO/TC 232, Education and learning services.
This second edition cancels and replaces the first edition (ISO 29991:2014), which has been technically
revised.
The main changes to the previous edition are as follows:
— minor changes to align with ISO 29993;
— changes in terminology to reflect the new scope and title of ISO/TC 232, 'Education and learning
services'. When originally developed, ISO 29991:2014 was aligned with the scope and title of the TC
at that time, which encompassed learning services outside formal education.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/ members .html.
iv © ISO 2020 – All rights reserved
Introduction
The objective of this document is to set minimum requirements for language-learning services. This
document uses the term 'learning services' rather than 'training' in order to encourage a focus on the
learner and the results of the learning process, and to emphasize the full range of options available for
language learning.
The aims of the document are
a) to improve transparency and enhance the credibility of the language-learning services market;
b) to protect consumers by preventing prejudicial practices;
c) to improve the quality of language learning for all interested parties.
Entities interested in using this document will include language-learning service providers of all kinds
and any size, as well as associations or consortia of language-learning service providers.
This document is necessary because although in some countries the quality control of language-
learning services is well established, the standards applied vary greatly, and in many other countries
there is limited or no regulation.
This document incorporates the broad interdisciplinary expertise of various organisations involved in
standardization – quality assurance, educational technology, programme evaluation, second language
acquisition and applied linguistics, at both national and international levels.
INTERNATIONAL STANDARD ISO 29991:2020(E)
Language-learning services — Requirements
1 Scope
This document specifies requirements for language-learning services. These include any language-
learning services that are addressed to language learners themselves as well as to interested parties
who are acquiring the services for the benefit of learners. The key features of any such service are that
the goals of learning are defined and evaluated, and that it involves interaction with the learner. The
instruction may be delivered face-to-face, be mediated by technology or be a blend of both.
In cases where the language-learning services are provided by an organization that delivers products
(goods and services) or other learning services in addition to language-learning services, this document
only applies to language-learning services.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at http:// www .electropedia .org/
3.1
assessment
gathering of language data to determine the language ability of an
individual language learner or group of learners
3.2
authentic material
material not originally produced for language-learning purposes but for
purposes of real communication
3.3
award
designation given by a language-learning service provider to a learner, in
order to indicate a level of performance or attainment, or the completion of a learning programme
3.4
blended learning
combination of face-to-face learning with e-learning
[SOURCE: ISO/IEC 2382-36:2019, 3.1.5, modified.]
3.5
competence
ability to apply knowledge and skills to achieve intended outcomes
[SOURCE: ISO/IEC 17024:2012, 3.6, modified.]
3.6
continuous professional development
ongoing intentional enhancement of professional knowledge or of professional competence
3.7
curriculum
plan of study prepared by the language-learning service provider which
describes the aims, content, learning outcomes, learning and teaching methods, and assessment
processes
3.8
e-learning
learning facilitated by information and communications technology
[SOURCE: ISO/IEC 24751-1:2008, 2.18]
3.9
evaluation
systematic gathering of information in order to make decisions about
possible adjustments to the language-learning service
3.10
language-learning service
processes or sequence of activities designed to enable language learning
3.11
language-learning service provider
LLSP
organization or individual providing language-learning services, including any personnel involved in
the provision of the language-learning service
3.12
learner
person engaged in language learning
3.13
learning
acquiring knowledge, behaviour, skills, values, preferences or
understanding in the language domain
3.14
learning environment
classrooms, multimedia rooms and other physical spaces used for language learning, as well as
furniture and equipment they contain
3.15
sponsor
organization or individual that acquires language-learning services on
behalf of learners, provides financial or other support for them, or has a vested interest in the outcome
of the language learning
Note 1 to entry: Sponsors include corporations, government agencies and persons.
3.16
teacher
person whose job is to provide instruction and facilitate learning, whether in an educational institution
or professional training environment
2 © ISO 2020 – All rights reserved
4 Determining language-learning needs
4.1 Designated and qualified LLSP personnel shall determine the learner’s or sponsor’s language-
learning needs.
4.2 Where relevant and available, national or international frameworks for proficiency in language
learning shall be referred to when determining the learner’s and sponsor’s needs.
NOTE See Annex A for examples of national and international frameworks.
4.3 The needs analysis shall include:
a) the assessment and analysis of the learner’s language-learning needs, including:
i) the desired language skills (e.g. reading, writing, listening, speaking), the desired level of
competence in the language and the time frame, i.e. the goal of the language learning;
ii) the purposes for which and contexts in which the learner needs to use language outside the
course (e.g. socially, in the domain of work or study);
b) assessment of the learner’s existing level of competence in the language being taught using
techniques such as internal tests, third-party tests or self-assessment;
c) reference to the LLSP’s definition of language competence levels (see 3.4);
d) identification of other aspects of the learner’s background and situation which may bear on the
learner’s language-learning needs (e.g. age, first language, cultural, educational and professional
background, language-learning history, literacy level, cognitive and physical abilities).
4.4 Information shall be provided showing the equivalence of the LLSP’s definitions of language
competence levels with a widely known national or international scale and indicating how these
competence levels relate to the goals of instruction.
NOTE See Annex A for examples of scales of proficiency for language learners.
4.5 Information about learners' relevant education and training history and prior learning, including
language qualifications and credentials awarded to them, shall be obtained and used with the legitimate
consent of the learners.
4.6 The specific aims, wishes, goals and requirements of sponsors commissioning the languag
...
NORME ISO
INTERNATIONALE 29991
Deuxième édition
2020-09
Services de formation en langues —
Exigences
Language-learning services — Requirements
Numéro de référence
©
ISO 2020
DOCUMENT PROTÉGÉ PAR COPYRIGHT
© ISO 2020
Tous droits réservés. Sauf prescription différente ou nécessité dans le contexte de sa mise en œuvre, aucune partie de cette
publication ne peut être reproduite ni utilisée sous quelque forme que ce soit et par aucun procédé, électronique ou mécanique,
y compris la photocopie, ou la diffusion sur l’internet ou sur un intranet, sans autorisation écrite préalable. Une autorisation peut
être demandée à l’ISO à l’adresse ci-après ou au comité membre de l’ISO dans le pays du demandeur.
ISO copyright office
Case postale 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Genève
Tél.: +41 22 749 01 11
E-mail: copyright@iso.org
Web: www.iso.org
Publié en Suisse
ii © ISO 2020 – Tous droits réservés
Sommaire Page
Avant-propos .iv
Introduction .v
1 Domaine d'application . 1
2 Références normatives . 1
3 Termes et définitions . 1
4 Détermination des besoins de formation en langues . 3
5 Conception des services de formation en langues . 4
6 Formateurs désignés par le prestataire de services de formation en langues .5
7 Disponibilité et accessibilité des supports de formation en langues .6
8 Environnement d’apprentissage des langues . 7
9 Évaluation de l’apprentissage des langues . 7
10 Évaluation du service de formation en langues . 7
11 Promotion et publicité des services de formation en langues . 8
12 Informations sur les services de formation en langues à l’usage des apprenants
inscrits et de leurs commanditaires . 8
13 Facturation. 9
Annexe A (informative) Exemples d’échelles de compétence en langues des apprenants .10
Annexe B (informative) Exemples de compétences requises pour les formateurs en langues .12
Bibliographie .14
Avant-propos
L'ISO (Organisation internationale de normalisation) est une fédération mondiale d'organismes
nationaux de normalisation (comités membres de l'ISO). L'élaboration des Normes internationales est
en général confiée aux comités techniques de l'ISO. Chaque comité membre intéressé par une étude
a le droit de faire partie du comité technique créé à cet effet. Les organisations internationales,
gouvernementales et non gouvernementales, en liaison avec l'ISO participent également aux travaux.
L'ISO collabore étroitement avec la Commission électrotechnique internationale (IEC) en ce qui
concerne la normalisation électrotechnique.
Les procédures utilisées pour élaborer le présent document et celles destinées à sa mise à jour sont
décrites dans les Directives ISO/IEC, Partie 1. Il convient, en particulier, de prendre note des différents
critères d'approbation requis pour les différents types de documents ISO. Le présent document a été
rédigé conformément aux règles de rédaction données dans les Directives ISO/IEC, Partie 2 (voir www
.iso .org/ directives).
L'attention est attirée sur le fait que certains des éléments du présent document peuvent faire l'objet de
droits de propriété intellectuelle ou de droits analogues. L'ISO ne saurait être tenue pour responsable
de ne pas avoir identifié de tels droits de propriété et averti de leur existence. Les détails concernant
les références aux droits de propriété intellectuelle ou autres droits analogues identifiés lors de
l'élaboration du document sont indiqués dans l'Introduction et/ou dans la liste des déclarations de
brevets reçues par l'ISO (voir www .iso .org/ brevets).
Les appellations commerciales éventuellement mentionnées dans le présent document sont données
pour information, par souci de commodité, à l’intention des utilisateurs et ne sauraient constituer un
engagement.
Pour une explication de la nature volontaire des normes, la signification des termes et expressions
spécifiques de l'ISO liés à l'évaluation de la conformité, ou pour toute information au sujet de l'adhésion
de l'ISO aux principes de l’Organisation mondiale du commerce (OMC) concernant les obstacles
techniques au commerce (OTC), voir www .iso .org/ avant -propos.
Le présent document a été élaboré par le comité technique ISO/TC 232, Éducation et services de
formation.
Cette deuxième édition annule et remplace la première édition (ISO 29991:2014), qui a fait l’objet d’une
révision technique.
Les principales modifications par rapport à l’édition précédente sont les suivantes :
— modifications mineures pour assurer la cohérence avec l’ISO 29993 ;
— modifications de la terminologie pour refléter le nouveau domaine d’application et le nouveau titre
de l’ISO/TC 232, « Éducation et services de formation ». Lorsque l’ISO 29991:2014 a été développée
pour la première fois, elle était alignée avec le domaine d’application et le titre du comité technique
car ils recouvraient les services de formation fournis en dehors du cadre de l’enseignement formel.
Il convient que l’utilisateur adresse tout retour d’information ou toute question concernant le présent
document à l’organisme national de normalisation de son pays. Une liste exhaustive desdits organismes
se trouve à l’adresse www .iso .org/ fr/ members .html.
iv © ISO 2020 – Tous droits réservés
Introduction
Le présent document a pour objectif de spécifier les exigences minimum relatives aux services de formation
en langues. Le présent document utilise le terme « services de formation » plutôt que « formation » afin
de mettre l’accent sur l’apprenant ainsi que sur les résultats du processus d’apprentissage et de souligner
toute la diversité des options disponibles pour l’apprentissage d’une langue.
Le présent document vise à :
a) améliorer la transparence et renforcer la crédibilité du marché des services de formation en
langues ;
b) protéger les consommateurs en prévenant les pratiques préjudiciables ;
c) améliorer la qualité de l’apprentissage des langues pour toutes les parties prenantes.
Le présent document intéressera les prestataires de services de formation en langues de toute sorte et
de toute taille, ainsi que les associations ou les groupements de prestataires de services de formation
en langues.
Le présent document est nécessaire car, si l’évaluation de la qualité des services de formation en langues
est bien établie dans certains pays, les normes appliquées varient considérablement selon les pays, et
dans un grand nombre d’entre eux, la réglementation est limitée ou inexistante.
Le présent document se fonde sur l’expertise, large et interdisciplinaire, d’organismes impliqués
dans l’élaboration des normes : assurance qualité, technologie éducative, évaluation de programme,
acquisition d’une deuxième langue et linguistique appliquée, au niveau national comme au niveau
international.
NORME INTERNATIONALE ISO 29991:2020(F)
Services de formation en langues — Exigences
1 Domaine d'application
Le présent document spécifie les exigences relatives aux services de formation en langues. Ceux-ci
incluent tous les services de formation en langues s’adressant tant aux apprenants d’une langue qu’aux
parties prenantes qui acquièrent ces services pour les apprenants. La définition et l’évaluation des
objectifs de la formation et l’interaction avec l’apprenant constituent les caractéristiques principales de
ces services. La formation peut être dispensée en présentiel, à distance, par le biais de la technologie ou
de façon mixte (ou hybride).
Dans le cas où les services de formation en langues sont assurés par un organisme qui offre des produits
(biens et services) ainsi que des formations autres que les formations en langues, le présent document
s’applique uniquement aux services de formation en langues.
2 Références normatives
Le présent document ne contient aucune référence normative.
3 Termes et définitions
Pour les besoins du présent document, les termes et définitions suivants s’appliquent.
L’ISO et l’IEC tiennent à jour des bases de données terminologiques destinées à être utilisées en
normalisation, consultables aux adresses suivantes:
— ISO Online browsing platform: disponible à l’adresse https:// www .iso .org/ obp
— IEC Electropedia: disponible à l’adresse http:// www .electropedia .org/
3.1
évaluation
collecte d’informations relatives à une langue pour mesurer la
capacité d’un apprenant ou d’un groupe d’apprenants à communiquer dans cette langue
3.2
document authentique
document initialement conçu pour des situations de communication
réelles, et non pas à des fins pédagogiques pour l’apprentissage des langues
3.3
attestation
document donné par un prestataire de services de formation en
langues à un apprenant, attestant un niveau de performance ou d’acquis ou le suivi d’un programme
d’apprentissage
3.4
apprentissage hybride
combinaison de l’apprentissage en face à face (présentiel) et d’e-apprentissage
[SOURCE: : ISO/IEC 2382-36:2019, 3.1.5, modifiée.]
3.5
compétence
aptitude à mettre en pratique des connaissances et un savoir-faire
pour obtenir les résultats escomptés
[SOURCE: : ISO/IEC 17024:2012, 3.6, modifiée.]
3.6
développement professionnel continu
renforcement intentionnel et continu des connaissances ou des compétences professionnelles
3.7
programme de formation
programme des apprentissages élaboré par le prestataire de
services de formation en langues qui décrit les objectifs, le contenu, les résultats attendus, les méthodes
d’enseignement et d’apprentissage, ainsi que le processus d’évaluation
3.8
e-apprentissage
apprentissage facilité par les technologies de l’information et de la communication
[SOURCE: : ISO/IEC 24751-1:2008, 2.18]
3.9
évaluation de la formation
collecte systématique d’informations dont l’analyse permet
d’ajuster les services de formation en langues
3.10
service de formation en langues
processus ou suite d’activités conçues pour l’apprentissage des langues
3.11
prestataire de services de formation en langues
PSFL
organisme ou personne fournissant des services de formation en langues, et les membres de leur
personnel impliqués dans la fourniture de la prestation
3.12
apprenant
personne engagée dans l’apprentissage d’une langue
3.13
apprentissage
acquisition de connaissances, de comportements, de compétences,
de valeurs, de préférences ou d’une compréhension dans une ou plusieurs langues
3.14
environnement d’apprentissage
salles de classe, salles multimédia et autres espaces physiques utilisés pour l’apprentissage des langues,
ainsi que l’ameublement et l’équipement de ces salles et espaces
3.15
commanditaire
organisme ou personne qui acquiert des services de formation en
langues pour le compte d’apprenants, qui les finance ou les aide ou qui a un intérêt dans le résultat de
l’apprentissage
Note 1 à l'article: à l’article : Les commanditaires peuvent inclure des entreprises, des organismes publics, des
personnes physiques.
2 © ISO 2020 – Tous droits réservés
3.16
formateur
personne dont l’activité professionnelle consiste à former et à faciliter les apprentissages, dans le cadre
d’un établissement d’enseignement ou d’une formation professionnelle
4 Détermination des besoins de formation en langues
4.1 Les besoins de l’apprenant ou du commanditaire doivent être déterminés par un membre du
personnel du PSFL, désigné et qualifié.
4.2 Dans le cadre de la détermination des besoins de l’apprenant et du commanditaire, il doit être fait
référence aux cadres de compétences en langues nationaux et internationaux, s’ils sont disponibles et
pertinents.
NOTE Voir l’Annexe A pour des exemples de cadres de compétence en langues nationaux et internationaux.
4.3 L’analyse des besoins doit comprendre :
a) l’évaluation et l’analyse des besoins de l’apprenant en matière d’apprentissage de la langue, ce qui
inclut :
i)
...
Questions, Comments and Discussion
Ask us and Technical Secretary will try to provide an answer. You can facilitate discussion about the standard in here.