Stefka Bachvarova Rada Balan

1. Using CEFR for syllabus design for less widely used languages : challenges and opportunities (a process approach) Stefka Bachvarova Rada Balan This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. What Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbreviated as CEFR) a guideline used to describe achievements of learners of FL across Europe project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

3. created by the Council of Europe as the main part of the project "Language Learning for European Citizenship" (1989 – 1996) • published by CUP / 2001 • Available for download from http://www.coe.int/T/E/Cultural_Co-operation/education/Languages_Policy/common-Framework_of_Reference/ project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

4. Main aim of CEFR • to provide a method of assessing and teaching which applies to all languages in Europe project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

5. Pluses of CEFR • provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, courses across Europe • describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

6. Pluses of CEFR • covers the cultural context in which language is set • defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis • provides a common basis for the explicit description of objectives, content and methods project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

7. Pluses of CEFR • provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect on their current practice • promotes international co-operation in the field of modern languages • facilitates the mutual recognition of qualifications gained in different learning contexts, and accordingly it aids European mobility project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

8. “In the context of plurilingualism in Europe CEF not only provides a scaling of overall language proficiency in a given language, but also a breakdown of language use and language competences which makes it easier for practitioners to specify objectives and describe achievements of the most diverse kinds.” (CEFR) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

9. Criteria for validity of CEFR • comprehensive(a range of language knowledge, skills and use as fully specified as possible) • transparent (information must be clearly formulated and explicit, available and readily comprehensible to users • coherent (description is free from internal contradictions) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

10. Coherence requires a harmonious relation among components • the identification of needs • the determination of objectives • the definition of content • the selection or creation of material • the establishment of teaching/learning programmes • the teaching and learning methods employed • evaluation, testing and assessment project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

11. Features of CEFR • Multi- purpose • flexible • dynamic • user friendly • non-dogmatic project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

12. Language use implies • a range of competences (general and communicative) • various conditions and constraints • language activities and language processes • texts in relation to themes • specific domains • appropriate strategies • tasks to be accomplished project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

13. Levels in CEFR • A Basic User: A1 Breakthrough A2Waystage • B Independent User: B1 Threshold B2 Vantage • C Proficient User: C1 Effective Operational Proficiency C2 Mastery project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

14. Global scale A2 • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment) • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

15. More than global scale • The global scale is complemented by additional more specialized scales • The descriptor scales: 58 in total • all based on the reference levels • valuable sources for curriculum and syllabus design • a set of operational instruments project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

16. Key questions • What will they need to do with the language • What will they need to learn in order to do what they want • What makes them want to learn • What sort of people are they • What knowledge, skill, and experiences do their teachers possess • What access do they have to resources • How much time ca they afford to spend ( CEF 2001:4) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

17. Key concepts and categories in needs analysis • concept of domain ( personal, public, occupational, educational) • descriptive categories( location, institution, person, object, event, operation) • text project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

18. Advantages of working with CEFR • focus on situational/ functional language • focus on skills and strategies (can) • focus on learner language ( I and me) • less focus on mechanical grammar practice • links between student achievements and external exams • self- assessment and autonomy • emphasis on study skills and overall educational competences • encouragement of continuity project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

19. Challenges in using CEFR • selection of descriptors may be very difficult mainly at lower levels • clash between relevance of themes and domains and age of learner ( Tarzan syndrome) • grammar-based concept areas that are not covered early enough (last week/next month/ if) • cultural issues of a consistent approach to grammar/traditional approach • national specific and character of syllabus project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

20. Challenges in using CEFR • some familiar/everyday functions require higher performance • some domains seem irrelevant or unapproachable for lower levels • discrepancy between the existing course books for less widely used languages and the descriptor scales • absence of textbooks for some/most less widely used languages project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

21. (Mis) interpretation of CEFR in LWULs • System of levels • Tests (setting standards) validity • Framework for modern language education • Designed to be used independently • Experiences project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

22. Collaborative work in designing syllabus for A2 level in the project • estimations of learner profile • need analysis • own experience/ success stories • draft syllabus for each of the 4 languages • discussions and negotiations around the table • hands on sessions with and expertise from Paul Rusch (University of Innsbruck) • calibration among partners and unity in diversity • can do statements as objectives • reflective tasks and self evaluation project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

23. Sample page project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

24. Sample page project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

25. Syllabus inspired by Bulgarian language • Socio-cultural content • Implicit grammar • Visualization • Multimedia project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

26. One Europe for ALL • Intercultural relations between minority and majority communities • Power of minority languages • Integration in Europe • The main role of Syllabus • Multilingual Europe project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

27. Those who have learnt one language also know a great deal about many other languages without necessarily realizing that they do. The learning of further languages generally facilitates the activation of this knowledge and increase awareness of it, which is a factor to be taken into account rather than proceeding as if it did not exist. (CEF, 2001:70) project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.