1. The Guide: Ariadne’s thread to find a way through the labirynth
The CEFR: ready for a new philosophy in teaching, learning and assessing
The Guide: Ariadne’s thread to find a way through the labirynth
Enrica Piccardo

2. CEFR: descriptive scheme
Overall Language Proficiency
Use of Strategies
General competences
Communicative
language competences
Communicative
language activities
Reception
Interaction
Savoir
Savoir-faire
Savoir-être
Savoir-apprendre
Reception
Interaction
Production
Linguistic
Pragmatic
Socio-linguistic
Production
Mediation

3. Going deeper… Every category can be specified
… and every subcategory specified
… and every specification finely tuned
… and finally examples can be given
… and descriptors found
………

8. But several other concepts are intermingled

9. Assessment: not just a final phase
Choice of the title of this project: ECEP (Encouraging the Culture of Evaluation among Professionals)
Assessment as a delicate phase revealing an entire process
Complexity of assessment parallels complexity of the teaching/learning process

10. A concise Guide to the CEFR
A tool for trainers and developers
A tool for teachers
…. a tool for learners as well

11. Index 0 General introduction and context
I Reflection: an attitude leading to autonomy
II Living (with) languages
III Becoming more competent
IV Assessing
V Conclusion

12. First, a reflection upon what a reflective attitude involves.
in the second part aspects of plurilingualism in Europe are dealt with as well as what it means to live with languages.
an overall reflection follows on the ways that teachers and learners can become more competent.
the fourth part focuses on assessment.
the last part: a conclusion and an introduction to the Kit.

13. Double perspective Perspective of the learner
Perspective of the teacher
Moving up and down the stack
…consequently, perspective of the trainer as well

14. A guide as a mind map
Need to grasp the links between different concepts of the CEFR
Internal links within the Guide as well as consistent links to the CEFR
Every concept helps clarify and situate/contextualise the others
Practical applications in the KIT and links backwards to the Guide itself and the CEFR

15. A Guide as a support for reflection
a reflective practitioner follows a non-linear approach
the CEFR is also built in a non-linear way and so is the guide
concepts are explained, contextualised and linked to each other
Several movements for- and backwards (CEFR-Guide-Kit-Own practice)

16. A Guide as a resource to the KIT
Linking theory to practice
Providing a first, easy to access, explanation of the key concepts of the CEFR
Providing evidence of ability to implement the CEFR philosophy
Scaffolding reflective processes and fostering applied research

17. Matters of concerns and reasons for organising the Guide as it is
Our experience as teacher developers
Results of focus-groups:
only partial knowledge of the CEFR
difficulty in applying to different contexts
assessment not sufficiently linked to key concepts of the CEFR
Need to build confidence among practitioners
Need to foster change through confidence building

18. The iceberg metaphor There is a lot behind
a learner’s performance
a teacher’s performance
…but there is a lot beyond the present knowledge of the CEFR