Presentation on theme: "SESSION OUTLINE The need for a change Basics of CEFR e Background"— Presentation transcript:
1COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES – WHAT IS BEHIND IT?
2SESSION OUTLINE The need for a change Basics of CEFR e Background The new approachCompetence as the Key TermScales and SubscalesSelf-assessment and CEFRProjects within CEFRIssues and CritiqueCEFR and IELTS
3Hands up! • Who owns a copy of the CEFR – the Blue Book? • Who has read it?• Who is familiar with its contents?• Who has already heard of the CEFR?
4The World Is ChangingAccordingly,so are the approaches to language teaching.And in order to keep up with the current changes in foreign language teaching,the curriculum is going through a change.
5Recent Approaches Traditional Approaches Memorization Teacher-centerednessRote- learningShort term study habitsStructures as a course subjectTeaching English as it isLearner-centerednessLearning rather than teachingTeaching technology and the internetPromoting autonomy and awarenessTeaching English as a means of communicationComponential analysis of the traditional and the recent approaches.Life-long and brain-based learning put the individual into the core of the learning process. This individualisation has highlighted the importance and the need of “can do” statements.Seeing the learner as a “whole”
6THE KEY CONCEPTS OF THE NEW CURRICULUM Learner Centered ApproachCommunicative competenceIntercultural competenceStudy SkillsSelf-assessmentFour language skillsCooperative learningLearning to learnLearner autonomyCross curricularSocio-affective skillsCEFRHandout :Definitions (match )MAIN CHARACTERISTICS of the NEW PROGRAMME-Promotes development of four skills, self assessment, self-expression, accurate as well as fluent language production, learning to learn, autonomy, and cooperative learning.
7The new curriculum has been prepared in the light of CEFR Curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification. A syllabus is simply an outline and time line of a particular course. It will typically give a brief overview of the course objectives, course expectations, homework deadlines, and exam dates. The new curriculum has been designed in the light of CEFR and it has the impacts on our curriculum and syllabus but the impact can be clearly seen on our course book through the integration of the activities with the competences.Starting level&reachable level
8What do these initials stand for? C…………….E……………..F………R……………..
9COMMON EUROPEAN FRAMEWORK OF REFERENCES FOR LANGUAGES
10COMMON EUROPEAN FRAMEWORK of REFERENCE (CEFR) LEARNING, TEACHING,ASSESSMENT
11What is CEFR ?Common European Framework of References for Languages: teaching, learning and assessmenta single framework for all aspects of language teaching and learning: planning, instruction, and assessment & a common criteria for a description of language competencies.designed by the Council of EuropeA framework for distinguishing language competencies from one another which works on an individual basis.It is globally accepted and valid for all European languages
12WHY CEFR? Mobility among the members of the Council of Europe Paying respect to other languages and culturesTo assist learners, teachers, course designers, examining bodies and educational administrators to situate, coordinate their efforts and cooperate among educational institutions in different countries
13Council of Europe Policy The Common European Framework of Reference for Languages (CEFR) was developed to support the Council of Europe policyHow?“providing a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe” (CEFR, p.1)13
14(European Union Council Resolution) Background1970s work encouraged by the Council ofEuropeNotional-functional syllabus (Wilkins, Morrow)– Threshold– Waystage– Vantage– Learning target specifications(European Union Council Resolution)14
16Pluralingualism and Pluriculturism What is important today isNot only…But also…16
17Council of Europe Policy The Council of Europe also attaches great importance to language learningTo preserve linguistic and cultural identityTo improve communication and mutual understandingTo combat intolerance and xenophobia17
18Council of Europe Policy 4The Council of Europe has principal ideasto develop its linguistic policyWhich ones?18
19Council of Europe Policy 1Plurilingual and Pluricultural competences2Transparency and coherenceLearning throughout life34Mobility and cooperationSo, the CEFR purpose is …19
20CEFR: purposes 3 The CEFR aims are Elaboration of language syllabuses and curriculum guidelines.Design teaching and learning materials.The assessment of language proficiency20
23Competences as the Key Aspect Two main types to draw onGeneral CompetenceCommunicative Language Competence23
24General CompetencesKnowledge (declarative knowledge): academic and empiricalSkills and Know-howExistential competenceAbility to learn
25Communicative Language Competence Linguistic competence (lexical, phonological, syntactical knowledge and skills)Sociolinguistic competence (sociocultural conditions of language use)Pragmatic competence (functional use of linguistic resources – production of language functions, speech acts etc)
26Practice makes PERFECT!!! Being more competent means to be able to carry out more and more activitiescompetences activitiesEach activity in our course book matches with the competences in our curriculum. The more activities you apply the better you can improve the competences of your learners. Sometimes we need to skip some activities in our course books because of time limitations but we should be very careful while removing them. Since we may also pass over the competence that we really need to improve.26
27Level Division PROFICIENT Related to new curriculum, the descriptors for primary schools are shown as functions. A new study has just started to convey the functions in to descriptors described in CEFR scale. The descriptors for high
41The levels are described in the form of Can Do statements e.g. “Can give directions” or “Can introduce him/herself”ANDThis gives teachers and students concrete goals from real life situations.These statements (CAN DO STATEMENTS)describe what language users can typically do with the language at different levels and in different contexts (general, social & tourist, work, study). In accordance with the CEFR, the new curriculum has been designed to stress the importance of these statements.
44Sample Descriptors (Basic User-A1) GLOBALLY:Can understand and use familiar everyday expressions and very basic phrasesCan introduce him/herself and othersCan ask and answer questions about personal detailsCan interact in a simple way provided the other person talks slowly and clearly and is prepared to help.SPECIFICALLY Can understand instructions addressed carefully and slowly to him or her and follow short simple directions Can understand short simple messages on postcards Can ask people for things and give people thingsCEFR defines expected outcomes in terms of reachable real life goals that can easily be turned into classroom activities when teachers don’t want to use the book. If they want to skip a section from the book, they can refer to the syllabus and find the relevant function/competence to design an activity.
45Sample Activities - Learning to Learn (Cooperative Learning) Speaking production:B. 1. Can initiate, maintain, and close simple face to face conversation on topics that are familiar or of personal interest.Types of HolidayActivity.3. Work in pairs and talk with your partners and use theprompts in the box.I would prefer….. becauseI wouldn’t prefer….. becausee.g. What kind of holiday would you prefer? Why/Why not?
46Sample Activities – Communicative Competence Speaking production: A.2.3: can handle very short social exchanges even though they don’t understand enough to Keep the conversation going themselves. A.2. can express himself/ herself understood in short contributions, even though pauses, false starts and reformulation are very evident.----***the ability to use the language correctly and appropriately to accomplish communication goals. The desired outcome of the language learning process is the ability to communicate competently, not the ability to use the language exactly as a native speaker does.Communicative competence is made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic.Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?Discourse competence is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, messages, newspaper articles?Strategic competence is knowing how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about the language and in the context. Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?
54USE of CEFR in international practice • levels for school-leaving (A2,B1, B2),for University graduation (C2!),for migration (A1 minus to B1),for citizenship (A1 to B2)
55Possible Issues • Terminology problems: synonymy or not? • Inconsistency?• Lack of definition• GapsInconsistency?• I can understand familiar names, words andvery simple sentences, for example on noticesand posters or in catalogues” (page 26)• “Can recognise familiar names, words andvery basic phrases on simple notices in themost common everyday situations” (page 70)
56Some Issues Lack of definitions: Simple, the most common, everyday, familiar,concrete, predictable, straightforward, factualcomplex, specialised, highly colloquial, short,longAmbiguity:Is a short text necessarily “easier” than alonger text?
57Some Issues: synonymy Operations at A2 Understand Take Get Follow IdentifyInferOperations at B2UnderstandScanMonitorObtainSelectEvaluateLocateIdentify
58Some issues - FAQ 1. How can we ensure that we elicit target language features?2. How can we check both what the learners areable to do and also what they freely choose todo?3. How can we ensure that tasks at a given CEFRlevel are parallel? Is my B1 your B1?4. We need banks of validated reading andlistening tasks to illustrate CEFR levels
59Limitations of the CEFR Not enough information for test development– DIALANG experienceLack of specificity as to how languageproficiency developsNo reference to specific languages - but seereference level descriptions:
60CEFR and IELTS“As we grow in our understanding of the relationship between IELTS and the CEFR levels, so the frame of reference may need to be revised accordingly.”Taylor, L (2004a) 'Issues of test comparability', Research Notes, 15, 2-5.
61CEFR vs IELTS - FAQ *Has the IELTS changed? No,it hasn’t. *Some IELTS band scores are shown as borderline (e.g. it is not clear whether band 6,5 is B2 or C1). How should institutions and organisations interpret this?Our research shows that a C1 minimum threshold would fall between the 6.5 and 7 bands on the IELTS scale. Therefore, whilst many 6.5 candidates would be at C1, a number will be marginally below.*Does IELTS differentiate at C2 level?Band scores of 8.5 and higher are recognised as C2. Band 8 is borderline.
62ReferencesA Common European Framework of Reference for Languages Learning, Teaching, Assessment. — Strasbourg, 1986.Common European Framework of reference for languages //Council of Europe: andIELTS (official site)Общеевропейские компетенции владения иностранным языком: изучение, преподавание, оценка / Департамент современных языков Директората по образованию, культуре и спорту Совета Европы; Перевод выполнен на кафедре стилистики английского языка МГЛУ под общ. ред. проф. К. М. Ирисхановой. — М.: Изд-во МГЛУ, 2003
63Thank you very much Council of Europe and… Elena Golubovskaya, Associate Professor,English Language DepartmentHigher School of Economics63