Presentation on theme: "CEFR Awareness Session Elementary Immersion le 18 ou 23 mai 2012."— Presentation transcript:
CEFR Awareness Session Elementary Immersion le 18 ou 23 mai 2012
By the end of today’s session, participants will be able to: develop an understanding of the key messages of the CEFR examine current practises in FSL through the lens of the CEFR Session Learning Goals
Background CEFR originated as an initiative of the Swiss government in the early 1990s. It was developed under the direction of the Council of Europe. In 1994, the framework was released to member countries for wide-scale consultation. It was formally endorsed by the Council of Europe in 1997 and officially published in 2001.
In 2006, in Canada, the Committee of Deputy Ministers of Education (CDME) investigated several frameworks for language learning. In 2008, the CDME recommended the use of the CEFR in Canada. It is now used in over 166 countries worldwide.
Why was it developed? CEFR was primarily developed to promote international cooperation due to the high rate of mobility of citizens between European countries. It is especially useful for employers seeking specific skill sets in employees.
What is CEFR? It is a framework of standards which is used to evaluate and certify the levels of language proficiency in listening, speaking (production and interaction), reading and writing. There are six identified levels of proficiency: A1, A2, B1, B2, C1, and C2. Descriptors are ‘can do’ statements. It is a reference tool and provides a basis for discussion and an opportunity for FSL educators to reflect on their current practises.
A1 Language Learner Me, me, me – only the message dependent hesitant lots of support required scaffolding/chunking required basic vocabulary and phrases simple interactions pronunciation is off many errors
A1: Breakthrough Level Me, me, me – only the message
A2 Language Learner Into the community – the message and minor details more independent developing more confidence still requires support takes more risks speaks a little faster speaks from a broader range of topics some errors
A2: Waystage Level Into the community – the message and minor details
B1 Language Learner You can solve a problem even more independent more confident fewer supports required copes well: se débrouiller comfortable taking risks speaks faster still learning/refining skills occasionally makes errors
“Guidelines”… ideally at or approaching by the end of the year Grade 6 Core Grade 9 Core Grade 9 Extended Grade 12 Extended Grade 3 Immersion Grade 9 Immersion Grade 12 Immersion A1 A2 Grade 12 Core B1, some B2 B1 B2 Grade 6 Immersion A1 A2 B1 B2
Click to edit the outline text format Second Outline Level Third Outline Level Fourth Outline Level Fifth Outline Level Sixth Outline Level Seventh Outline Level Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit the outline text format Second Outline Level Third Outline Level Fourth Outline Level Fifth Outline Level Sixth Outline Level Seventh Outline Level Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level Evaluation and the CEFR What formal exams complement the CEFR? DILF Diplôme initial de langue française DELF Diplôme d'études en langue française DALF Diplôme approfondi de langue française
Why do we need to know about it? 1.In 2008, it was recommended for use in Canada by the Committee of Deputy Ministers of Education. 2. The revised FSL curriculum document is CEFR- inspired. 3. The anticipated goal of the revised FSL curriculum is: functional proficiency.
CEFR connections to… Ministry documents Ministry resources DSBN Improvement Plan Current Research
Passive learners Active learners Focus on mechanics Focus on message Focus on deficiency Focus on proficiency Shifts…
Authentic, relevant tasks Action-oriented (students involved in using the language to accomplish a task) Interactive communication Language conventions are taught in context Learning opportunities are varied and scaffolded Provision of choice Use of authentic texts in various forms and formats (aural, written, media) Learner autonomy Things to consider :