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COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES – WHAT IS BEHIND IT?

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES – WHAT IS BEHIND IT?. SESSION OUTLINE. The need for a change Basics of CEFR e Background The new approach Competence as the Key Term Scales and Subscales Self-assessment and CEFR Projects within CEFR Issues and Critique

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COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES – WHAT IS BEHIND IT?

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  1. COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES – WHAT IS BEHIND IT?

  2. SESSION OUTLINE The need for a change Basics of CEFR e Background The new approach Competence as the Key Term Scales and Subscales Self-assessment and CEFR Projects within CEFR Issues and Critique CEFR and IELTS

  3. Hands up! • Who owns a copy of the CEFR – the Blue Book? • Who has read it? • Who is familiar with its contents? • Who has already heard of the CEFR?

  4. The World Is Changing

  5. Traditional Approaches Recent Approaches • Memorization • Teacher-centeredness • Rote- learning • Short term study habits • Structures as a course subject • Teaching English as it is • Learner-centeredness • Learning rather than teaching • Teaching technology and the internet • Promoting autonomy and awareness • Teaching English as a means of communication

  6. THE KEY CONCEPTS OF THE NEW CURRICULUM Learner Centered Approach Communicative competence Intercultural competence Study Skills Self-assessment Four language skills Cooperative learning Learning to learn Learnerautonomy Cross curricular Socio-affectiveskills CEFR

  7. The new curriculum has been prepared in the light of CEFR Startinglevel&reachablelevel

  8. What do these initials stand for? C……………. E…………….. F………........ R……………..

  9. COMMON EUROPEAN FRAMEWORK OF REFERENCES FOR LANGUAGES COMMON EUROPEAN FRAMEWORK REFERENCES

  10. COMMON EUROPEAN FRAMEWORK of REFERENCE(CEFR) LEARNING, TEACHING,ASSESSMENT

  11. Common European Framework of References for Languages: teaching, learning and assessment a single framework for all aspects of language teaching and learning: planning, instruction, and assessment & a common criteria for a description of language competencies. designed by the Council of Europe What is CEFR ?

  12. WHY CEFR? Mobility among the members of the Council of Europe Paying respect to other languages and cultures To assist learners, teachers, course designers, examining bodies and educational administrators to situate, coordinate their efforts and cooperate among educational institutions in different countries

  13. Council of Europe Policy The Common European Framework of Reference for Languages (CEFR) was developed to support the Council of Europe policy How? “providinga common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”(CEFR, p.1) 13

  14. Background 1970s work encouraged by the Council of Europe Notional-functional syllabus (Wilkins, Morrow) – Threshold – Waystage – Vantage – Learning target specifications 1986-2001 (European Union Council Resolution) 14

  15. Pluralingualism and Pluriculturism What is important today is Not only… But also… 16

  16. Council of Europe Policy The Council of Europe also attaches great importance to language learning • To preserve linguistic and cultural identity • To improve communication and mutual understanding 17 • To combat intolerance and xenophobia

  17. Council of Europe Policy 4 The Council of Europe has principal ideas to develop its linguistic policy Which ones? 18

  18. Council of Europe Policy Plurilingual and Pluricultural competences 1 Transparency and coherence 2 Learning throughout life 3 4 Mobility and cooperation So, the CEFR purpose is … 19

  19. CEFR: purposes 3 • The CEFR aims are • Design teaching and learning materials. • The assessment of language proficiency 20 • Elaboration of language syllabuses and curriculum guidelines.

  20. CEFR: characteristics NO YES 21

  21. Main Factors to Take into Account

  22. Competences as the Key Aspect • Two main types to draw on • Communicative Language Competence 23 • General Competence

  23. General Competences Knowledge (declarative knowledge): academic and empirical Skills and Know-how Existential competence Ability to learn

  24. Communicative Language Competence Linguistic competence (lexical, phonological, syntactical knowledge and skills) Sociolinguistic competence (sociocultural conditions of language use) Pragmatic competence (functional use of linguistic resources – production of language functions, speech acts etc)

  25. Practice makes PERFECT!!! Being more competent means to be able to carry out more and more activities competences activities

  26. Level Division PROFICIENT

  27. CEFR: levels Basic User http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf 28

  28. CEFR: levels Independent User http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf 29

  29. CEFR: levels Proficient User http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf 30

  30. Subdividing Levels

  31. CEFR: dimensions The CEFR is based in 2 dimensions: 32

  32. Our communications Dimensions of our language 4 CONTEXT • Reception • Production • Interaction • Mediation BODY LANGUAGE COMMUNICATIVE LANGUAGE COMPETENCE 33

  33. Sub-scale (Conversation)

  34. Subscale – Turntaking (strategies)

  35. Subscale – Orthographic Control

  36. Subscale – Vocabulary range

  37. Subscale -???

  38. Subscale - ???

  39. Subscale (substr.)- ???

  40. CAN DO STATEMENTS The levels are described in the form ofCan Do statements e.g. “Can give directions” or “Can introduce him/herself” AND This gives teachers and students concrete goals from real life situations.

  41. Self-assessment checklist

  42. Teaching or Learning?

  43. Sample Descriptors (Basic User-A1) GLOBALLY: Can understand and use familiar everyday expressions and very basic phrases Can introduce him/herself and others Can ask and answer questions about personal details Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. SPECIFICALLY Can understand instructions addressed carefully and slowly to him or her and follow short simple directions Can understand short simple messages on postcards Can ask people for things and give people things

  44. Sample Activities - Learning to Learn(Cooperative Learning) Speaking production: B. 1. Can initiate, maintain, and close simple face to face conversation on topics that are familiar or of personal interest. Types of Holiday Activity.3. Work in pairs and talk with your partners and use the prompts in the box. I would prefer….. because I wouldn’t prefer….. because e.g. What kind of holiday would you prefer? Why/Why not?

  45. Sample Activities – Communicative Competence Speaking production: A.2.3: can handle very short social exchanges even though they don’t understand enough to Keep the conversation going themselves. A.2. can expresshimself/ herselfunderstood in shortcontributions, eventhoughpauses, falsestartsandreformulationareveryevident.

  46. Sample activities - Speaking Interaction: A.2.3.exchange infromation about society and social life.

  47. CEFR: purposes 1 2 3 4 The CEFR aims to develop 4projects 49

  48. CEFR: purposes 1 50 The Portfolio

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