Preface -- Introduction and Overview -- 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 -- 3. Adapting to a Competency-based Model in Tertiary Education: Lessons Learned from the European Project ADELEEES  -- Part II: Teaching Competencies in Tertiary Language Education -- 4. Competences and Foreign Language Teacher Education in Spain -- 5. Promoting Competency-based Language Teaching Through Project-based Language Learning   -- 6. Addressing the Language Classroom Competencies of the European Higher Education Area through the use of Technology -- 7. Teaching Competencies through ICTs in an English Degree Programme in a Spanish Setting -- 8. Exploring Pedagogy for Autonomy in Language Education at University: Possibilities and Impossibilities -- 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 -- 10. Assessing Transferable Generic Skills in Language Degrees -- 11. Technologies for Performance-based Assessment -- 12. Teaching and Learning Languages in the Era of Globalisation.

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. "This volume offers a diversity of perspectives with contributions from both European and North American experts. Although the primary focus of the volume is on Europe, with an explicit  goal of bridging the gap between the theory and practice of competency-based teaching in the context of the creation of the European Higher education Area (EHEA) and the implementation of the European Credit Transfer System (ECTS), its implications for language education clearly transcend geographic boundaries. The concept of competencies is closely linked to a learner-centered, meaning-based model of learning in which learner autonomy plays a central role and which emphasizes lifelong learning. In bringing together current research perspectives from both sides of the Atlantic, the volume successfully underscores the shared challenges of transforming language education in a globalized, postmodern world." Nelleke Van Deusen-Scholl, Director of the Center for Language Study , Yale College, USA