1. Iasi 25 – 26 June 2009 Creativity and innovation to promote multilingualism and intercultural dialogue

2. The Common European Framework of languages Proficiency levels vs course design reality: problems and solutions

3. Learning, teaching, assessment The Common European Framework of Reference for Languages

4. descriptive The CEFR is a document which describes in a comprehensive manner i) the competences necessary for communication, ii) the related knowledge and skills and iii) the situations and domains of communication. The CEFR offers a common basis for the explicit description of objectives, content and methods, but does not do so in a prescriptive manner.

5. Purpose 1 Purpose “To overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe.” p. 1

6. Purpose 2 Purpose It provides the means for teachers, course designers, teacher trainers, administrators, examining bodies, etc. to reflect on their current practice, with a view to situating and co-ordinating their efforts and to ensuring that they meet the real needs of the learners for whom they are responsible.

7. A catalogue The CEFR as a catalogue Artificial dissection of the language competence into components It is the task of the teacher and learner to integrate those components.

8. Website

9. Translation into Dutch

10. CEFR Levels TOOL-project The CEFR provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.

11. Choices made Public domain European level A2 as described in the CEFR Objectives based on the EQUALS ALTE ELP Focus not only on language, but also on socio- cultural elements, sociolinguistic elements, attitudes and strategies. Collaborative preparation at the project meetings > a generic template Languages for which not a lot of materials exist on this level Innovative Blended learning

12. The common reference levels “There does appear in practice to be a wide consensus on the number and nature of levels appropriate to the organisation of language learning and the public recognition of achievement. These six levels are an interpretation of the classic division into basic, intermediate and advanced. The scheme proposed in the CEFR adopts a "Hypertext“ branching principle, starting from an initial division into three broad levels: Basic User: A1 and A2 Independent User: B1 and B2 Proficient User: C1 and C2” ELP, Council of Europe

13. Common Reference levels Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. + the descriptors of the EQUALS-ALTE ELP The global scale: A2

14. Generic and specific The templates

15. Baskets Generic template

16. European Language Portfolio The EQUALS-ALTE ELP

17. Specific templates

18. Problems 1.Economics > heterogeneous audience > different needs / different level of prior knowledge 2.Sister languages 3.Adult audience The target audience

19. Solutions 1.Plan – do – check – act 2.Blended learning 3.Autobiography of intercultural encounters

20. The INCA project, Leonardo Da Vinci II http://www.incaproject.org/

21. Learning and teaching intercultural competences http://www.coe.int/t/DG4/AUTOBIOGRAPHY /

22. Module 2, Unit 7 Dutch TOOL course Face2Face script Did the students learn from the cultural aspect of the unit? As Belgium is small and has many inhabitants there is not enough space for everyone to build a new house. People will often renovate old buildings. Belgians like to do odd jobs themselves. There are many shops for people who renovate or change the place where they live. How does that compare to your country?

23. Conclusion The golden rule in language course design remains the examination of the needs of your target audience. Marleen.coutuer@arteveldehs.be