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British Council-EAQUALS CEFR Core Inventory (English) Brian North (EAQUALS) Susan Sheehan (British Council)

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Presentation on theme: "British Council-EAQUALS CEFR Core Inventory (English) Brian North (EAQUALS) Susan Sheehan (British Council)"— Presentation transcript:

1 British Council-EAQUALS CEFR Core Inventory (English) Brian North (EAQUALS) Susan Sheehan (British Council)

2 CEFR Core Inventory Aims Development Sources Documentation of best practice Use Outcomes Products

3 Aims To make the CEFR tangible and provide support and guidance for teachers and syllabus designers To make the teaching/planning process more transparent To provide support for self-directed study

4 Aims Document the core of English taught at CEFR levels A1 to C1 –Functions and notions –Discourse markers –Grammar –Lexis

5 Aims Not intended to guide course developers or examination bodies Waystage (A2) Threshold Level (B1) Vantage Level (B2) English Profile project

6 Development Iterative and collaborative process EAQUALS Curriculum & Assessment SIP Mila Angelova, Rachel Bowden, Peter Brown, Lucy Chambers, Alistair Fortune, Tim Goodier, Clare Grundy, Roxane Harrison, Andrew Hart, Neil Hatfield, Sam Hawes, Nicky Johnson, Nareene Kaloyan, Hanan Khalifa, Maja Kukoya, Martin Lowder, Brian North, Niamh O Leary, Barry O Sullivan, Angeles Ortega, Susan Sheehan, Jana Pirkova, Caroline Preston, Richard Simpson, Howard Smith, Liz Tuck, Marieta Tusheva.

7 Development Stage 1 Data Collection and Analysis Stage 2 Creation of Inventory Stage 3 Writing the exponents Stage 4 Identifying text types Stage 5 Writing CEFR-based scenarios

8 Sources Analysis of language implied by CEFR descriptors Analysis of content common in EAQUALS CEFR-based language school syllabi Analysis of content of popular coursebooks Teacher surveys (BC / EAQUALS)

9 Documentation of best practice Not what to teach but what is being taught Not prescriptive Don t teach everything in the inventory Don t only teach what is in the inventory

10 Use Core inventory has been created with teachers and learners in mind. Each language point appears at the level(s) at which it is considered of most relevance to the learner in the class room. Decisions on recycling left to teachers/syllabus writers Does not replace needs analysis or listening to students

11 a practical reference ofminimum core content not a specification meeting needs of a specific group of learners

12 CEFR Core Inventory Aims Development Sources Documentation of best practice Use Outcomes Products

13 Outcome Relation of publishers levels to CEFR Map of language problems across levels Map of text types across levels Core language points Exponents Prototype Scenarios

14 Outcome Relation of publishers levels to CEFR Map of language problems across levels Map of text types across levels Core language points Exponents Prototype Scenarios

15 Outcome: Coursebooks

16 Outcome Relation of publishers levels to CEFR Map of language problems across levels Map of text types across levels Core language points Exponents Prototype Scenarios

17 Outcome: Map -language

18 Outcome Relation of publishers levels to CEFR Map of language problems across levels Map of text types across levels Core language points Exponents Prototype Scenarios

19 Outcome: Map -text

20 Outcome Relation of publishers levels to CEFR Map of language problems across levels Map of text types across levels Core language points Exponents Prototype Scenarios

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22 Outcome Relation of publishers levels to CEFR Map of language problems across levels Map of text types across levels Core language points Exponents Prototype Scenarios

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25 Outcome Relation of publishers levels to CEFR Map of language problems across levels Map of text types across levels Core language points Exponents Prototype Scenarios

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28 CEFR Core Inventory Aims Development Sources Documentation of best practice Use Outcomes Products

29 Summary of Products Essential Guide (April) –Core of key language points for each level Todays Publication –CEFR salient features –Key language points (Core / longer) –Illustrative exponents –Text types –Scenarios Poster for each level (January)

30 Contact: Go to: –www.teachingenglish.org.ukwww.teachingenglish.org.uk –www.eaquals.orgwww.eaquals.org


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