Academic Skills in English Summer School 2014: Self-assessment of English for Academic Purposes Ruben Comadina Granson University of Groningen Language Centre Masaryk University, Brno June 2014

Self-assessment of EAP University of Groningen English in international universities Results: a good lecturer CEFR DIALANG Self-assessment checklists A classroom situation

University of Groningen By 2020, 20% graduates should have been mobile (University of Groningen Strategic Plan ) Internationalisation = English-medium programmes “Passing from B2 to the C level should enable the learner to access higher education, professional fields of employment and the literary culture associated with a language.” (Green 2008) But what does this mean for lecturers?

University of Groningen Language Policy

English as a lingua franca in the Int’l University The lecturer perspective: difficulty presenting content in english ∴ lecturer frustration ability to compensate for language deficiencies with excellent didactic and presentation skills, as well as intercultural competences Life beyond C2  D level: “well-educated non-native speaker” (North 2010) native speaker?

Native Speaker?

A Good Lecturer Has combination of language, intercultural and pedagogical skills Confident speaker of English and good fluency Excellent range of jargon and good use of idiom Minor errors show that lecturer is not first language speaker but do not cause misunderstanding Will have an accent but does not detract from understanding Self-corrects Makes good use of intonation, notably when giving examples

CEFR The Common European Framework of Reference for Languages (Council of Europe) EU Council Resolution recommended using the CEFR to set up systems of validation of language ability (2001) A framework of reference Description of language ability from A1 (basic user) up to C2 (proficient user) Can do statements: focusing on what a learner is able to do, not what a learner does wrong

CEFR Levels Common European Framework of Reference for Languages

CEFR Level - Overal Spoken Interaction C2 Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it. C1 Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.

DIALANG Language diagnostic test University of Lancaster Not an exam Reporting level of skill against the CEFR Skills: reading, writing, listening, grammar and vocabulary Languages: Danish, Dutch, English, Finnish, French, German, Greek, Icelandic, Irish-Gaelic, Italian, Norwegian, Portuguese, Spanish and Swedish.

DIALANG: A Reflection Process What levels do you have in Reading/Writing English according to DIALANG? What are your linguistic strengths and limitations according to DIALANG? To what extent does the feedback provided by DIALANG fit in with your image of your English language ability? What learning objectives do you set yourself in order to improve your reading, writing and listening? How will you achieve these objectives?

Self-assessment Checklists Swiss ELP: reg/Source/Key_reference/checklist_EN.pdf reg/Source/Key_reference/checklist_EN.pdf Listening Reading Spoken interaction Spoken production Strategies Language quality Writing

Self-assessment Checklists Spoken Interaction & Spoken Production C1

Self-assessment Checklists Strategies & Language Quality C1 What can you do?

Self-check Error List Strategies & Language Quality C1

Watch this video fragmentvideo fragment What examples of appropriate language did you notice – from both lecturer and students? How should the lecturer have dealt with students’ errors? What would you have done? Use self-assessment checklists provided A Classroom Situation

What do Lecturers Think is a Good Lesson? Lecturers … clearly express instructional goals/objectives plan, organise and pace lesson well utilise appropriate teaching and learning strategies accommodate different student learning styles implement technology in a meaningful manner motivate and actively engage student learning (periodically) check student understanding monitor and evaluate student performance provide timely feedback

Students … know what the lecturer is trying to accomplish in the lesson understand what criteria the lecturer will use to assess them Know how they are progressing throughout the course Expect lecturers to express their ideas clearly What do Students Think is a Good Lesson?

Content is easy to understand, and appropriate guidance is provided for complex and difficult tasks Knowledge learned can help the students with future careers Lesson is interesting, stimulating, challenging and motivating What do Students Think is a Good Lesson?

Brawn, R. & Trahar S. (2003):Supporting in the learning teacher in changing higher education. In Sutherland, R. & Claxton, G. (Eds): Learning and teaching where worldviews meet. (pp ) Stoke on Trent: Trentham. Council of Europe. (2009). Relating language examinations to the Common European Framework of Reference for languages: learning, teaching, assessment (CEFR): A manual. Strasbourg: Language Policy Division. Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center. Green, A. (2008): English Profile: functional progression in materials for ELT. Cambridge ESOL Research notes, Issue 33, North, B. (2010). The Core Inventory (British Council seminar, 10 November, 2010). Retrieved April 24, 2012, from Penn State Learning Design Community Hub (2010). Retrieved June 3, 2014, from Wilkinson, R. (2005). The impact of language on teaching content: views from the content teacher. Retrieved April 24, 2012, from References