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Training teachers to use the European Language Portfolio

Training teachers to use the European Language Portfolio. Project C6 of the ECML 2nd medium-term programme (ELP_TT). Activities/competences/levels Themes: Activities / Competences Distinction - CEFR Relevance - ELP Reports Workshops. Why distinguish between activity and competence?.

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Training teachers to use the European Language Portfolio

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  1. Training teachers to use the European Language Portfolio Project C6 of the ECML 2nd medium-term programme (ELP_TT)

  2. Activities/competences/levels • Themes: • Activities / Competences • Distinction - CEFR • Relevance - ELP • Reports • Workshops

  3. Why distinguish between activity and competence? • “Learning a language means establishing a vocabulary and grammar – but where is that in the ELP?” • CEFR: vocabulary/grammar > linguistic competence • CEFR: competences (linguistic, pragmatic, sociocultural, …) • CEFR: communicative language activities and competences> ELP

  4. EPL – CEFR Report

  5. EPL – CEFR Report

  6. Communicative language activities • What one can do in the language in question • CEFR chapter 4 • Examples(sub-scales: written production) Overall written production Creative writing General written interaction Reports and essays

  7. Competences • = means to carry out activities • CEFR chapter 5 • Example Grammatical accurac y

  8. Relation between competences and activities Tool box Competences Activities

  9. Communicative language activities

  10. Characteristics of communicative language activities • Reception: silence, attention • Production: social evaluation • Interaction: language use / languagelearning • Médiation: social functioning

  11. Competences - definition competences existential competence knowledge skills and know-how

  12. Competences - types general / individual communicative language competence transversal - psycho-social - linguistic - acquisitional • sociocultural - sociolinguistic - strategic - pragmatic

  13. Summary of activities – competences • focus (objectives, assessment) • taking account of learners (motivations and characteristics) • ELP = extend to all types of activities and competences (including general, individual and transversal) • CEFR > flesh out the ELP

  14. “Horizontal” metacategories Communicative activities (e.g. reading and writing) Strategies Language communication skills Swiss ELP: quality/language resources Verti- cal dimen-sion C2 C1 B2 B1 A2 A1 C2 C1 B2 B1 A2 A1 C2 C1 B2 B1 A2 A1 Workshop 1

  15. Workshop 2 Value and use - of the information supplied in the lecture - the classification work (workshop 1)

  16. Objectives of the lecture • Distinction between activities and competences • Detailed knowledge • Didactic aspects of ELP • Basis of the central workshop

  17. Activités Compétences Language passport Self-assessment grid ■■■ ■ Summary ■ ■ Language biography Checklists ■■■ ■ Biography Experiences ■ ■■■ Information My objectives ■■ ■■ Dossier ■■ ■■ Activities / competences / Swiss ELP

  18. OVERALL WRITTEN PRODUCTION (CEFR, p. 61)

  19. CREATIVE WRITING (CEFR, p. 62)

  20. OVERALL WRITTEN INTERACTION (CEFR, p. 83)

  21. REPORTS AND ESSAYS (CEFR, p. 62)

  22. GRAMMATICAL ACCURACY (CEFR, p. 114)

  23. Psycho-social competence • Emotional, affective, cognitive and social disposition and capacities in the communication and learning context • Can they be acquired or modified > objectives?

  24. Socio-cultural competence • Knowledge of values and beliefs of social groups from other regions • Stereotypes/direct experience • Relationship between one’s own and the target community’s world > intercultural competence

  25. Linguistic competence • Lexical, phonological, syntactic • Breadth and quality of knowledge • Cognitive organisation • How information is stored in memory • Accessibility • Whether conscious/explicit or not

  26. Sociolinguistic competence • Social norms • Rules and regulations • Registers, dialects, accents

  27. Pragmatic competence • Language functions, speech acts, scenarios • Mastery of discourse • Text types and genres • Irony and parody

  28. Ability to learn I • Observing, taking part in and absorbing new language experiences • Existential competence dimension: curiosity, initiative, risk taking • Skills and know-how dimension: concentration, co-operation, recycling • Knowledge dimension: knowledge of one's learning methods, needs and so on

  29. Ability to learn II “It is through the diversity of learning experiences, provided they are not compartmentalised nor strictly repetitive, that the individual extends his/her ability to learn.” (CEFR, p. 13)

  30. Strategic competence • Potentially conscious plan for achieving a task • Monitoring and managing the communication process • Hinge between competences and activities • Pre-planning, execution, monitoring and repair • Avoidance strategy <> achievement strategy: compensation, building on prior knowledge, testing, monitoring success, self-correction

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