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Le Cadre Européen Commun de Référence pour l'acquisition des langues! Thunder Bay: 

Le Cadre Européen Commun de Référence pour l'acquisition des langues! Thunder Bay:  le 3 & 4 Juin 2010 Denis Cousineau: OCDSB. Agenda de travail: Jour 1 historique réalité en Europe vs la réalité au Canada pourquoi le Cadre au Canada? Comprendre l'outil. Agenda de travail: Jour 2

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Le Cadre Européen Commun de Référence pour l'acquisition des langues! Thunder Bay: 

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  1. Le Cadre Européen Commun de Référence pour l'acquisition des langues! Thunder Bay:  le 3 & 4 Juin 2010 Denis Cousineau: OCDSB

  2. Agenda de travail: • Jour 1 • historique • réalité en Europe vs la réalité au Canada • pourquoi le Cadre au Canada? • Comprendre l'outil • Agenda de travail: • Jour 2 •  Implications pour la pédagogie, l'évaluation et l'apprentissage! • La planification à rebours et les principes de différentiation. • Comment transformer le paysage du FLS?

  3. http://www.thefuntheory.com/node?page=1

  4. Historique du Cadre • http://www.edufle.net/Petit-historique-du-cadre-europeen • http://www.francparler.org/dossiers/cecr_reference.htm • http://www.coe.int/t/dg4/linguistic/dnr_FR.asp • http://www.francparler.org/dossiers/cecr_enseigner.htm • http://www.francparler.org/dossiers/cecr_evaluer.htm • http://www.francparler.org/dossiers/cecr_perspectives.htm • http://www.ciep.fr/delf-pro/index.php

  5. Un peu d'histoire!

  6. Who gets to stay on the rink? Who needs to be on the rink? OCDSB - Context Exploring Perceptions

  7. OCDSB – FSL Program Review (elementary) January 2007 Maintain EFI Expand MFI Phase out LFI Maintain Core French – JK - 8 Our Focus: Learning, Leadership, Community

  8. OCDSB – FSL ProgramReview (Secondary) March 2009 Oral communication – grade 9/10 Applied courses Grade 12 French Proficiency Test Our Focus: Learning, Leadership, Community

  9. OCDSB CEFR Strategy Implementation of the DELF - pilot (2009-2010) - expanded pilot (2010-2011) - full implementation (2011-2012)? Focus on oral communication (K-12) Portfolios? Our Focus: Learning, Leadership, Community

  10. OCDSB DELF Pilot (2009-2010) December 2009 – 2-day introductory training January 2010 – accredited DELF centre February 2010 – 4-day training for examiners April 2010 – administration of DELF June 2010 – analysis of student results/perceptual data Our Focus: Learning, Leadership, Community

  11. A1 Learning

  12. A1 Learning

  13. A1 Learning

  14. A1 Learning

  15. A-2 Learner develops new skills!

  16. C2-Learning • Learner has a very high level of proficiency • Mastery of all the abilities!

  17. C2-Learning

  18. C2-Learner and Performer

  19. Skill Development

  20. Practice and Feedback

  21. Teaching Support

  22. Peer Support

  23. Family and Community Support • Cultural Value • Generational transmission of skills and knowledge

  24. Cultural Change : All Inclusive

  25. Openness to the whole world and to Francophonie!

  26. A Canadian Society with Skillful Learners

  27. For Educators, Learners and Parents Common Understanding and Terminology

  28. Communication de: Wally Lazaruk en 2007 Conclusion Le Cadre est un instrument très utile pour promouvoir, structurer et évaluer l’apprentissage des langues secondes et étrangères. Au Canada, le Cadre européen pourrait combler un besoin important de développer une base commune de référence pour les langues. Le Cadre européen possède plusieurs caractéristiques qui conviennent au contexte canadien. Il décrit clairement des niveaux de compétence langagière qui correspondent aux perceptions des enseignants et des apprenants. Les descripteurs sont clairs, significatifs et formulés de façon positive. Le cadre est ouvert et souple, offrant un système commun de référence qui peut être utilisé dans différentes circonstances, un système qui peut être modifié et raffiné. Les examens internationaux constituent une façon efficace d’appliquer le Cadre européen. Les apprenants accordent beaucoup d’importance à la reconnaissance internationale de leur compétence en français. Edmonton, Alberta, CanadaTéléphone : (780) 432-7070Téléc. : (780) 988-1996Courriel : evaluate@shaw.ca

  29. Where are we? and where do we want to be? and at what speed? Le Français en TGVLondon, Ontario 23 avril, 2010  état de la situation: State of the Nation Perceptions et attitudes Next steps! Ou aller et comment? Denis Cousineau

  30. Un peu d'histoire suite...

  31. Le portrait actuel et futur!

  32. Nicole, Daphné et Tristan!

  33. The CEFR in the Netherlands Erna van Hest, Cito Strasbourg, 6-8 February 2007

  34. Introduction Concrete actions in implementing the CEFR in the Netherlands Problems experienced Solutions found (c) Cito - Strasbourg 6-8 February 2007 - 2

  35. Concrete actions Language teaching Adaptation of existing syllabi Widespread promotion of the European Language Portfolio among students and teachers (c) Cito - Strasbourg 6-8 February 2007 - 3

  36. Concrete actions Language testing: national level Revision of examination syllabi and examinations Dutch examinations linking project Linkage of state examinations for Dutch as a second language to the CEFR (c) Cito - Strasbourg 6-8 February 2007 - 4

  37. Concrete actions Language testing: international level Linkage of speaking and writing performances to CEFR EBAFLS (European Bank of Anchor items for Foreign Language Skills) (c) Cito - Strasbourg 6-8 February 2007 - 5

  38. Problems experienced Dissemination of the CEFR in Dutch language education and especially among language teachers The techniques of linking examinations to the CEFR (c) Cito - Strasbourg 6-8 February 2007 - 6

  39. Solutions found Language teaching Facilitating/supporting documents for language teachers Special CEFR training courses for language teachers Language testing Dutch examinations linking project Benchmarked reference tools (c) Cito - Strasbourg 6-8 February 2007 - 7

  40. CEFR and language education The CEFR gives schools, teachers and students an international common framework to discuss and promote language competence and language learning Schools can use the CEFR to: describe their language policies compare their outcomes in the field of language learning (c) Cito - Strasbourg 6-8 February 2007 - 8

  41. CEFR and language education Teachers can use the CEFR text types, tasks and level criteria as practical tools to: structure their language lessons guide tailor-made individualized language learning processes provide feedback to students on their language performance and progress discuss students’ results and performance targets with their fellow teachers (c) Cito - Strasbourg 6-8 February 2007 - 9

  42. CEFR and language education THE CEFR allowsstudents to: structure and plan their language learning process discuss their progress and achievements in a transparant way with their fellow students, teachers, parents and future employers compare their language performance to fellow students, nationally and internationally (c) Cito - Strasbourg 6-8 February 2007 - 10

  43. Conclusions and recommendations The CEFR is a very useful instrument in promoting, structuring and testing foreign language learning. To make sure that the CEFR is to be implemented into schools and that it becomes part of everyday language teaching, there is a need for: (c) Cito - Strasbourg 6-8 February 2007 - 11

  44. Conclusions and recommendations a more user-friendly, practical version of the CEFR for use by teachers CEFR training materials illustrative materials in Portfolios benchmarkedperformances for the various skills (c) Cito - Strasbourg 6-8 February 2007 - 12

  45. The European Language Portfolioin Ireland: two examples of design and implementation David Little Trinity College Dublin

  46. Overview Preliminaries Validated ELPs developed in Ireland The educational goal of language learner autonomy The ELP and learner autonomy Two examples of ELP design and implementation: Post-primary language learners Learners English as a second language in primary schools Conclusion CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007

  47. Preliminaries CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007

  48. Validated ELPs developedin Ireland 10.2001: Post primary language learners (CLCS) 11.2001 (rev 2004): Primary learners of ESL (IILT) 12.2001 (rev 2004): Post-primary learners of ESL (IILT) 13.2001a: Newly arrived adult immigrants (IILT) 13.2001b: Adult immigrants who have already spent some time living in Ireland (IILT) 14.2001: Adult immigrants preparing for mainstream vocational education and employment (IILT) CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007

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