Reference framework for the oral communication competencies of second language learners

1. Reference frameworkfor the oral communication competenciesof second language learners Immersion Education: Pathways to Bilingualism & Beyond October 16-18, 2008 ; St. Paul, Minnesota Thierry Karsenti & Simon Collin, CRIFPE, Université de Montréal thierry.karsenti@umontreal.ca simon.collin@umontreal.ca

2. Reference Framework methodological elaboration • Reference Framework content • Reference Framework educational uses • Conclusion Introduction

3. Reference Framework methodological elaboration

4. Aspects specific to French immersion. Oral competency indicators. Adaptation of our framework to other frameworks. A threefold elaboration process

5. Reference Framework with: • 6 levels. • 6 oral components. A threefold elaboration process

6. Reference Framework characterization

7. = Reference Framework for oral competencies Assessment characterization

8. Reference Framework content

9. The 6 oral components

10. From level 0: Complete beginner. • To level 5: Expert. • Level 1: Beginner. • Level 2: Basic. • Level 3: Intermediate. • Level 4: Advanced. The 6 levels

11. Cannot communicate in French. • Can show some understanding by answering in L1. Level 0

14. Can rely on a small amount of vocabulary. • Can hardly build small and simple French sentences. • Can hardly pronounce, even at a slow pace. • Mainly uses L1 to communicate with peers. Level 1

17. Can use a simple and limited vocabulary. • Can use simple grammatical structures in French in different daily contexts. • Makes very frequent grammar, syntax and pronunciation mistakes. • Usually resorts to L1. Level 2

20. Can use good rhythm and pronunciation. • Can make complex sentences in French. • Can use a large but sometimes inaccurate vocabulary. • Faces oral difficulties when expressing complex ideas or unfamiliar topics. Level 3

23. Can rely on a large and usually accurate vocabulary. • Can communicate in a variety of contexts. • Can express complex ideas through argumentation, explanation, etc. • Can use a fluid rhythm and a clear pronunciation. • Can self-correct. Level 4

26. Can use a wide vocabulary. • Can communicate spontaneously or express complex ideas without L1, in almost any context. • Scarcely makes grammar and pronunciation mistakes. Level 5

30. Reference Framework pedagogical uses

31. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 = 22 32 20 12 8 3 3 = 78 An example

32. Assessment by others (teachers): • To assess one’s oral competencies, possibly at the initial stage. • To assess one’s oral competencies in comparaison with other learners. • To assess one’s oral competencies in comparison with previous results (to evaluate progress). • Self-assessment: • To assess one’s oral competencies. • To assess one’s oral competencies in comparison with previous results (to evaluate progress). Pedagogical uses

33. 4 4 4 4 4 4 4 4 3 3 3 3 = 22 32 20 12 8 3 3 = 78 Visually comparing one’s different results

34. Reference Framework video clips

35. The video clips show real classroom interactions between learners or with teachers. • Each level is illustrated by video clips of French immersion learners (different ages). Website video clips

36. http://acpi-cait.ca/referentiel/videos.php Website video clips

37. To help teachers in understanding and assigning the relevant levels to learners. • To position one’s oral competency level through viewing video clips of peers. • To get an idea of the next levels one could reach. Video clip pedagogical uses

38. http://acpi.ca/: • To download the Reference Framework. • Free access to video clip. • More information. For further information

39. Pedagogical characteristics of the Reference Framework: • Grounded in French immersion teachers’ and learners’ reality. • Easy to use for teachers, learners, possibly parents. • Innovative. Thank you for your attention Conclusion

40. Reference frameworkfor the oral communication competenciesof second language learners Immersion Education: Pathways to Bilingualism & Beyond October 16-18, 2008 ; St. Paul, Minnesota Thierry Karsenti & Simon Collin, CRIFPE, Université de Montréal thierry.karsenti@umontreal.ca simon.collin@umontreal.ca