ELP-TT 2. Communicative language competences Linguistic competences –Lexical, grammatical, semantic, phonological, orthographic, orthoepic Sociolinguistic competence –Politeness conventions, expressions of folk wisdom, register differences, dialect and accent etc. Pragmatic competences –flexibility, turntaking, thematic development, coherence and cohesion
ELP-TT Competences are necessary in order to perform linguistic activities Cf. CEFR chapter 5 Example: Situation –Your learners imagine that they are among native speakers of the target language. –What can your learners do in the target language? (e.g. I can introduce myself; I can understand simple directions)
ELP-TT Growing competences Being more competent means to be able to carry out more and more activities competencesactivities
ELP-TT CEFR levels The Common European Framework of Reference (Council of Europe 2001) defines communicative proficiency At six levels, arranged in three bands A1 A2 B1 B2 C1 C2 in relation to five skills: listening, reading, spoken interaction, spoken production, writing in the form of “can do” statements
ELP-TT I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Self-assessment grid (CEFR and standard adult passport)
ELP-TT CercleS ELP: goal-setting and self- assessment checklists
ELP-TT Getting to know the levels The self-assessment grid is not enough More specific scales: –CEFR Ch 4: descriptors of communicative activities –CEFR Ch 5: descriptors of linguistic competence Familiarisation activities: –Filling in the gaps –Sorting the descriptors
ELP-TT Self-assessment using the CEFR levels Questions to be answered: –How do I know which level I am at? –How can I prove it?
ELP-TT Working with the CEFR levels Gaining experience with the ELP: –Assess your own competence in a foreign language you know but don’t teach –What criteria did you apply in assessing yourself? –What would you do to improve your competence? –What learning activities would help you? –What are the three most persuasive solutions in your group?
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