1. David Valente Young Learner Manager British Council Burma
Using the CEFR to Mainstream Equality and Diversity in ELT Materials and Assessment
David Valente
Young Learner Manager
British Council Burma

2. Aims
To use the CEFR to incorporate equality and diversity themes into ELT materials and assessment tasks
To blend equality and diversity seamlessly into assessment tasks and teaching materials using the CEFR
To see the benefits of the above for ELT practitioners, and more importantly, your learners
29th April 2011
David Valente

3. Put your hands up if…
you prefer to learn a language through hands-on activities
you’re a man
you or your friends are LGB
you’re an atheist
you know someone with a disability
you’re single
you speak more than one language
your grandparents are / were working class
you’re over 60 years old
your parents were born in a different country to you
you’ve ever thought you couldn’t achieve your dreams because of who you are
29th April 2011
David Valente

4. Diversity is everywhere
self-esteem
marital
status
ethnicity
/ race
religion
or belief
sexual
orientation
age
social class
gender
disability
language
DIVERSITY
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David Valente

5. Definitions
Equal opportunity treating people fairly, linked to the law, removing discrimination Diversity accepting that we are all different in many ways, some visible and some invisible; we need to accommodate this difference in teaching and assessment materials
29th April 2011
David Valente

6. Challenges
Catering for diverse learning styles in teaching & assessment
Exposing learners to global varieties of English in materials
Making reasonable adjustments to assessment procedures for learners with specific requirements
Selecting coursebook materials which reflect global diversity
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David Valente

7. Coursebook samples Kid’s Box 3 (CUP, 2010)
Total English Elementary (Pearson, 2011)
Kid’s Box 3 (CUP, 2010)
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David Valente

8. Coursebook samples Hot Spot 4 (Macmillan, 2010)
Interactive 1 (CUP, 2011)
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David Valente

9. PARSNIPS!
P olitics A ge R eligion / belief S exual orientation N arcotics I mmigration P overty S ocial class
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David Valente

10. Why? Today’s English speaking world is highly diverse
CEFR descriptors allow learners to be treated as partners in the learning process (British Council – EAQUALS Core Inventory for General English, 2010)
Topics from the global curriculum e.g. human rights, gender & discrimination, poverty reduction, can be used to teach language (G Focho, in Dreams and Realities, 2011)
The can-do approach enables learners to communicate internationally and embedding diversity gives them a broader global perspective
A learner is no longer a linguistic tourist and an outsider
(D Graddol, English Next, 2006)
29th April 2011
David Valente

11. How? Do
Don’t
Identify real world learners’ needs and derive teaching content from diverse contexts
Teach or assess using materials which reinforce stereotypes
Brainstorm CEFR-based diversity tasks with colleagues & learners
Use published tasks without critically evaluating their relevance to your learners’ lives
Supplement coursebook materials with authentic diversity-themed resources relevant to your learners’ context
Slavishly follow your coursebook as if it’s neutral and value-free
Adapt activities to reflect your learners’ diverse learning styles
Teach and assess to your own preferred learning style
Use genuinely diverse contexts for language presentation
Use contrived contexts to present language
Adapted from Brian North, Angeles Ortega, Susan Sheehan, British Council – EAQUALS Core Inventory for General English, 2010
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David Valente

12. Primary materials Diversity themes: individual difference & acceptance
the power of positive self-esteem
Orchard Books 2010
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David Valente

13. CEFR A2 aims & tasks
I can understand the main points in short simple stories, especially if there is visual support
Learners listen to the story and correct the teacher’s mistakes
I can write a simple message to make an invitation or appointment
Learners write an invitation to the Jungle Dance using a template
29th April 2011
David Valente

14. I can give advice to a friend in a simple way
CEFR A2 aims & tasks
I can ask & answer simple questions about a past event, e.g. the time & place of a party & what happened there
Learners role play a chat show on Jungle TV about what happened at the Jungle Dance
I can give advice to a friend in a simple way
Learners give Gerald advice in a role play to encourage him to not give up
29th April 2011
David Valente

15. Secondary materials Diversity themes: self-esteem bullying
acceptance & tolerance of difference
Glee Season 2, Episode 16, Fox Television
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David Valente

16. I can follow the main themes of a song with visual support
CEFR B1 aims & tasks
I can follow the main themes of a song with visual support
Learners watch a clip from Glee and identify challenges at secondary school
I have sufficient range of language to express my thoughts on topics in music & films
Learners work with the lyrics to highlight language of exclusion and brainstorm more inclusive language
29th April 2011
David Valente

17. I can write emails to ask for advice & express my feelings
CEFR B1 aims & tasks
I can express my opinions on abstract topics in films & music, describe my reactions to them & ask others what they think
Learners debate whether the Glee song could help change the culture of exclusion in their school
I can write s to ask for advice & express my feelings
Learners write s to an advice website about a time when they felt excluded at school
29th April 2011
David Valente

18. Young Adult materials Diversity themes: sexual orientation
homophobic bullying in schools
29th April 2011
David Valente
Image from

19. CEFR B2 aims & tasks
I can understand online texts in which writers express specific points of view
Learners skim posts on Beat Bullying website to decide type of bullying
I can sustain my opinion in discussion by providing relevant explanations, arguments & comments
Learners respond to bullying scenarios & relate to their own school context
29th April 2011
David Valente

20. CEFR B2 aims & tasks
I can understand the key message of TV ads & campaigns
Learners watch a film clip to identify homophobic language
I can put my point across persuasively on a contemporary topic
Learners collaboratively write a 40-second video campaign for Stonewall
29th April 2011
David Valente

21. Adult materials Diversity themes: disability positive self-esteem
gender
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David Valente

22. CEFR A2 aims & tasks
I can describe other people
Learners work with visuals to describe Aimee Mullins
I can understand short simple visual texts containing familiar vocabulary
Learners watch a Kenneth Cole ad featuring Aimee Mullins & identify key message
29th April 2011
David Valente

23. CEFR C1 aims & tasks
I have a good command of a broad vocabulary
Learners brainstorm lexis around disability & compare with TED clip on Aimee Mullins
I can give a clear well-structured presentation on a complex subject
Learners design & deliver a group presentation to promote London 2012 Paralympic Games
29th April 2011
David Valente

24. Reflections Diversity is everywhere
Select teaching & assessment materials to reflect global diversity
Use CEFR descriptors to design meaningful tasks & activities which mainstream diversity themes
Accommodate diverse learning styles & preferences in your classroom
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David Valente

25. Sources of inspiration
Putting the ‘young’ & the ‘adult’ into Young Adult ELT (iatefl Brighton 2011)
Dreams and Realities: Developing Countries and the English Language (British Council 2011)
Promoting Diversity Through Children’s Literature (British Council Paris 2010)
British Council – EAQUALS Core Inventory for General English (British Council / EAQUALS 2010)
Equal Opportunity and Diversity: The Handbook for Teachers of English (British Council 2009)
English Next (British Council 2006)
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David Valente

26. David Valente englishesforall@gmail.com
Thank you for coming!
David Valente
29th April 2011
David Valente