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BUCHAREST, 1 Calea Grivitei 2A prosper.ro

Co-ordinator of the Socrates Lingua 1 Project “Equal Chances to European Integration through the use of the European Language Portfolio” EuroIntegrELP 2004 - 2007. BUCHAREST, 1 Calea Grivitei 2A www.prosper.ro. Teaching Romanians to self assess their language skills.

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BUCHAREST, 1 Calea Grivitei 2A prosper.ro

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  1. Co-ordinator of the Socrates Lingua 1 Project “Equal Chances to European Integration through the use of the European Language Portfolio” EuroIntegrELP 2004 - 2007 BUCHAREST, 1 Calea Grivitei 2A www.prosper.ro

  2. Teaching Romanians to self assess their language skills Individual vs joint efforts The aim of this presentation: 1. to introduce the project 2. to present briefly what has been achieved so far 3. to give a few concrete examples of how the idea of self assessment is being introduced to language learners in Romania (the Romanian experience)

  3. Background • Introduction of the ELP (the EAQUALS/ALTE version for adults) in Romania • Its piloting by various QUEST schools • Dissemination of info about the ELP in a variety of circles by QUEST members

  4. Follow-up • The experience gained that far • The commitment to the idea of self assessment • Understanding the importance of standardising the levels of attainment Application for a Socrates Lingua 1 project

  5. The project proposal was approved Duration: 3 years (2004 – 2007) Partners: • National Associations of Language Schools • Universities, language schools and institutes • Providers of vocational training • NGOs • Representatives of the media Countries: Austria, Belgium, Croatia, Greece, Italy, Estonia, Lithuania, Poland, Romania, Slovakia

  6. Project objectives • To contribute to the promotion of language learning among adults from various social and professional groups through the use of the ELP • To enhance opportunities for social integration and professional development through language learning

  7. Target groups • Ministries (of Education, of Labour) • Private and state Employment Agencies • Employers/HRMs • Providers of vocational training/ Multipliers in general • Language learners 15+ • People in vocational training • Unemployed/employees in project countries

  8. Expected Impact • Decisions makers (ministries and employers) will be made aware of the existence and benefits of using the ELP as a document certifying the employees’ linguistic competence • ELP users will increase their chances to mobility, employability and access to European values in general

  9. Main focus • Dissemination of good practice in using the ELP • Dissemination of the benefits of its use among selected target groups

  10. Activities carried out so far • Research activities • Designing and distributing of a needs analysis questionnaire about the situation of the ELP in the project countries • Identifying representatives of target groups • Monitoring the media

  11. Activities carried out so far 2. Dissemination materials: - Designing and printing of a POSTER and LEAFLET to be used for disseminating information about the project (ready) - Designing of a CARD (work in progress) - Designing of a CALENDAR (work in progress)

  12. Activities carried out so far 3. Production of support materials • Public Relations Guide for the partner institutions of EuroIntegrELP (Austria) • Translation into (some of) the project languages of: • The User Guide for Employers produced by EAQUALS • The EAQUALS/ALTE version of the ELP for adults (Greek, Polish and to be translated into Slovak and Lithuanian) • The poster and leaflet already printed in English within the project

  13. Dissemination Activities Authorities • introducing the ELP to officials in the relevant ministries, in universities, Language Departments (various languages) • informing them about the EuroIntegrELP project

  14. Dissemination Activities Multipliers Debates, workshops, national and international conferences (for language teachers) Language fairs (for the public at large) Presentations (for representatives of NGOs, small entrepreneurs,etc.

  15. Dissemination Activities Language learners • Presentations/demonstrations and actual introduction of the ELP to adult learners in universities, language schools, institutions (corporate clients) • Designing and introducing of language learning activities based on self assessment • Writing of units in language textbooks introducing the idea of self assessment • Introducing testing principles based on the descriptors in the ELP, etc.

  16. Other means of dissemination • Press conferences • Publication of articles • Mass-media channels (newsletters, press releases, publication of interviews with project participants, news about the project events and good practice examples • Special component on each partner’s web site (to include project developments and news) • Poster exhibition (Romania, Lithuania) • Photography exhibition

  17. Future plans • Publication of around 10,000 copies of the ELP for adults the EAQUALS/ALTE version into the project languages, to be used for dissemination purposes • Organisation of various dissemination events • Wider coverage by the media

  18. The Romanian Experience • Language learners are open to the idea of peer evaluation and self assessment • They are generally objective in their assessment

  19. Categories of Users • Undergraduates • In-service students: • PROSPER –ASE CPs of various professions • -trainees for the judiciary (National Institute for the Judiciary) • -junior ASE FL teachers • -trainers for the National Institute for the Judiciary

  20. Purposes of Use • To plan own learning programme • To understand common learning programme • To devise learning programmes (needs analysis, course design, material writing, assessing progress)

  21. Achievements and Prospects • Introducing ELP in syllabus Prospects -relating materials to specific levels of the CERF when designing and using them in class • Establishing professional profiles for business users, users in the legal profession • Devising similar scales for cultural competences

  22. Intercultural issues I can spot at least 5 factors that could influence the value system within different cultures (B2) I can discuss different cultural values and beliefs with my partners using suitable terminology in English (C1) I can understand the limitations of national stereotypes (B1) European Language Portfolio I can account for and sustain my opinions in discussion by providing relevant explanations, arguments and comments. I can express my ideas and opinions clearly and precisely, and can present and respond to complex lines of reasoning convincingly I can understand the most important information in short, simple, everyday information brochures. Use of self evaluation grids

  23. Possible classroom activities • Introduction of the Europass documents (CV and Language Passport) in a textbook unit for undergraduates, including self reflection activitiesto raise awareness of the need to be objective in one’s self assessment.

  24. Possible classroom activities • Role play of business meetings, (with evaluation of group performance by observers and self evaluation of one’s own performance) Transparency of criteria used for evaluation, with descriptors for each level on the scale.

  25. Thank you Anca Codreanu & Liliana Dellevoet

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