Mapping our language programmes Vicky Wright Centre for Language Study

Issues which needed to be solved varied proficiency at entry how to cater for the most able linguists progression for native speakers & bi-linguals ab-initio courses – do learners catch up? falling numbers – especially in certain languages the need for harmonisation across languages and across types of provision

Development 7 Stage framework of language competence developed by Centre for Language Study descriptors/competencies of national/ international language qualifications and frameworks analysed, e.g. LRS benchmarking statement, Common European Framework & IELTS descriptors/learning outcomes evolved for all languages taught following comparative review of end of year exam scripts and assignments external examiners consulted

A2 A-B  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 Language Stages: entry levels

A2 C-E  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 Language Stages: entry levels

GCSE A-C  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 Language Stages: entry levels

Ab initio  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 Language Stages: entry levels

Ab initioGCSE A-C AS A-B A2 C-E A2 A-B IELTS 6.5 Bi-lingual /NS  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 Language Stages: entry levels

A2 A-B  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 Year 1  Year 2  RA  Year 4  Language Stages: progression Normal progression is ONE Stage per academic year

A2 C-E  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 Year 1  Year 2  RA  Year 4  Language Stages: progression

Ab initioGCSE A-C  Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7  beginners  Year 1 accelerated beginners Year 2  RA  Year 4  ? Year 1 acc. beginner + a related language Year 2  RA  Year 4  Language Stages: progression

Stage 1Stage 2Stage 3Stage 4Stage 5Stage 6Stage 7 CEF A2CEF B1CEF B2CEF B2 /C1 CEF C1CEF C1 /C2 CEF C2 GCSE Grade A/B A2 Grade C A2 Grade A/B QAA BS Minimum/typical standards (effective) QAA BS Typical (fluent) LL Advanced 12 LL Profic 13/14 LL Profic 14/15 LL Mastery 16 LL Mastery 17 Equivalencies at the end of a Stage…

Stage 3 LISTENING Understand vocabulary and structures relating to most everyday contexts as well as some specialised vocabulary relating to particular topics and experiences Understand the gist of most spoken language delivered at normal speed in a familiar accent with some need for concession by a native speaker or written support. READING Understand the main ideas and some implied meanings of texts in the most common registers and relating to familiar topics Extract data and ideas from media texts of general interest with the support of reference materials SPEAKING: INTERACTION Engage with a degree of grammatical correctness and some spontaneity in conversations relating to most everyday topics as well as in conversations on some specialised topics SPEAKING: PRODUCTION Express ideas and concepts with little hesitation. Manipulate language dealing with everyday topics, as well as some specialised ones, using a range of grammatical structures and vocabulary with a fair, if sometimes inconsistent, level of accuracy. WRITING Write coherent texts in a limited range of registers on everyday and some specialised topics Express facts and concepts clearly using some complex constructions and an appropriate range of vocabulary, but with some first language interference Stage 4 LISTENING Understand a wide range of vocabulary and structures relating to most everyday contexts as well as some specialised vocabulary relating to particular topics and experiences Understand the gist and detail of most spoken language in a range of registers, delivered at normal speed with only occasional need for concession by a TL speaker or written support. READING Understand the main ideas and most detail in authentic texts in a variety of genres without too much effort Accurately extract information, ideas, opinions and hypotheses relating to most general topics and to specialised topics of personal interest SPEAKING: INTERACTION Engage confidently and accurately in conversations relating to everyday topics and a range of specialised ones SPEAKING: PRODUCTION Successfully present facts and ideas with the help of visual aids. Manipulate language dealing with everyday topics, as well as some specialised ones, using a range of grammatical structures and vocabulary with a reasonable level of accuracy. WRITING Write in a variety of common genres in order to communicate information, ideas, concepts and opinions relating to a variety of situations and topics Write accurate texts which are cohesive at sentence, paragraph and whole text level. Use complex grammatical structures and appropriate vocabulary, but still with first language interference Descriptors and differentiation

Stage 6 WRITING Write clearly in a range of appropriate styles on complex topics in a range of genres. Express arguments and conclusions Write coherent and accurate texts where errors and infelicities do not compromise the communicative effectiveness of the writing MEDIATION Translate short written and spoken texts in a variety of genres from TL into English maintaining the content and beginning to approximate the style Stage 7 WRITING Write clearly in a variety of styles and registers and select the appropriate style for the purpose Write fluent and accurate texts where errors and infelicities are unobtrusive and do not compromise the effectiveness of the writing MEDIATION Translate short written and spoken texts in a variety of genres from TL into English, transferring content and style effectively Translate short written texts and spoken English in a variety of genres into TL, maintaining content and accuracy and beginning to approximate to style and idiom. Descriptors and differentiation

Course details 30 credits over 2 semesters (some variation) language courses are independent of year of study (the Stage is determined by the Programme of Study) documentation covers –understanding, production, mediation –language learning strategies –communication strategies –language knowledge and awareness –knowledge and understanding of the target language and culture –key skills –teaching and learning methods –independent learning –assessment

Final thoughts… we have done a lot more talking across languages (peer observation etc) different types of provision are using variants of the same Stages it has been possible to merge smaller classes it is easier to launch new classes/new languages not as much harmonisation as we would like there are a number of areas we would like to work on e.g. the question of acceleration the question of PG work…