Preface by Guy Haug .- Introduction and Overview by María Luisa Pérez Cañado .- Part I: Adapting to a Competency-based Model in Tertiary Education: Necessary Changes in Language Teaching .- 2. From Content to Competency: Challenges Facing Higher Education Language Teaching in Europe by Ian Tudor .- 3. Adapting to a Competency-based Model in Tertiary Education: Lessons Learned from the European Project ADELEEES  by María Luisa Pérez Cañado .- Part II: Teaching Competencies in Tertiary Language Education .- 4. Competences and Foreign Language Teacher Education in Spain by Daniel Madrid Fernández & Stephen Hughes .- 5. Promoting Competency-based Language Teaching Through Project-based Language Learning by Melinda Dooly .- 6. Addressing the Language Classroom Competencies of the European Higher Education Area through the use of Technology by Greg Kessler & Paige D. Ware .- 7. Teaching Competencies through ICTs in an English Degree Programme in a Spanish Setting by Barry Pennock-Speck .- 8. Exploring Pedagogy for Autonomy in Language Education at University: Possibilities and Impossibilities by Manuel Jiménez Raya .- Part III: Evaluating Competencies in Tertiary Language Education .- Competency -based Corrective Feedback in Higher Education Second Language Teaching: Perspectives from Empirical Research and the Common European Framework of Reference for Languages by Kent Löfgren .- 10. Assessing Transferable Generic Skills in Language Degrees by María José Terrón-López & María José García-García .- 11. Technologies for Performance-based Assessment by Marta González-Lloret .- 12. Teaching and Learning Languages in the Era of Globalisation by Karen M. Lauridsen

Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks. Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes.  ¿