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Validating Authentic Samples of Arabic Students’ Written Work Based on the CEFR

Validating Authentic Samples of Arabic Students’ Written Work Based on the CEFR. Dr Salwa Mohamed, Manchester Metropolitan university Dr Aziza Zaher, Durham University With contributions from: Dr Rasha Soliman, University of Leeds. Introduction: Why this workshop. The current situation

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Validating Authentic Samples of Arabic Students’ Written Work Based on the CEFR

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  1. Validating Authentic Samples of Arabic Students’ Written Work Based on the CEFR Dr Salwa Mohamed, Manchester Metropolitan university Dr Aziza Zaher, Durham University With contributions from: Dr Rasha Soliman, University of Leeds

  2. Introduction: Why this workshop • The current situation • Syllabus or assessment? • Our work/our belief

  3. Introduction to the CEFR What is the CEFR? TheCEFRis a framework, published in 2001, which describes language learners’ ability in terms of speaking, reading, listening and writing at six reference levels. Who created the CEFR? the Council of Europe What is the aim of the CEFR? to provide ‘a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe’ Who was involved in making the CEFR and how long did it take? The CEFR is the result of over 10 years’ research and consultations by a number of leading applied linguists and pedagogic specialists from 41 European countries. Its various drafts have undergone wide consultations and various updates, most importantly in the 2018 COMPANION VOLUME WITH NEW DESCRIPTORS.

  4. Introduction to the CEFR - Cont. The CEFR is based on an action oriented approach which views language learners as social agents who can accomplish certain tasks under certain circumstances. Competences Competences are the sum of knowledge, skills and characteristics that allow a person to perform actions. Levels

  5. Example Image from: https://badges4languages.wordpress.com/badges-and-their-opportunity/c-e-f-r-levels/

  6. Applications of the CEFR • Previous attempts at mapping Arabic to the CEFR in Europe and the Arab world • Work done inside the UK • Mainstream education (GCSE – A Level – Asset Languages) • What is the situation like in the HE sector?

  7. Task 1: Work on the writing descriptors • Aim The aim of this task is to familiarise all delegates with the levels and descriptors related to writing in the CEFR • Description of task Match the cut out levels and descriptors

  8. Task 2: Work on Samples • Aim The aim of this task is to apply the levels and descriptors of writing in the CEFR to assess authentic samples of students’ written work Delegates work in small groups to discuss the samples in the light of the provided criteria

  9. Discussion of Benchmarking • Sample 1 • Sample 2 • Sample 3 • Sample 4 • Sample 5

  10. Task 3: Working on Tricky Samples • Work on samples • Discussion of samples

  11. Challenges of Applying the CEFR to Different Contexts of Teaching Arabic • Different contexts • Different textbooks • Different approaches • Is the CEFR applicable to all?

  12. The Way Forward • Current attempts to apply CEFR to Arabic • The future of the CEFR applications to Arabic

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