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CEFR IN POLAND CURRICULUM AND TEACHER TRAINING

CEFR IN POLAND CURRICULUM AND TEACHER TRAINING. STAGES IN THE IMPLEMENTATION OF CEFR. Stages springing from CEFR availability (1996-2003) EXPERT STAGE - teacher trainers, researchers MATERIALS DESIGN STAGE - authors, publishers TEACHER TRAINING (pre- and in-service)

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CEFR IN POLAND CURRICULUM AND TEACHER TRAINING

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  1. CEFR IN POLAND CURRICULUM AND TEACHER TRAINING

  2. STAGES IN THE IMPLEMENTATION OF CEFR Stages springing from CEFR availability (1996-2003) • EXPERT STAGE - teacher trainers, researchers • MATERIALS DESIGN STAGE - authors, publishers • TEACHER TRAINING (pre- and in-service) The role of ECML The role of the T ED JOURNAL „JOWSz”

  3. THE IMPACT OF CEFR • SYLLABUS DESIGN • UPGRADING CURRICULA FOR TEACHER EDUCATION AND TRAINING • ON-GOING EVALUATION AND SELF-EVALUATION OF LEARNERS – LEARNER AUTONOMY • ASSESSMENT OF LANGUAGE SKILLS IN LIFE-LONG EDUCATION AND IN-SERVICE TRAINING

  4. CEFR AND LONG–TERM AIMS OF THE 1999-2005 SCHOOL REFORM • TWO FL IN THE SCHOOL SYSTEM • THE EARLY START FOR THE FIRST FL • LOWER STARTING AGE FOR THE SECOND FL • BROADENING THE LANGUAGE OFFER • ENSURING QUALITY OF LANGUAGE EDUCATION

  5. CEFR IDEAS IN THE POLISH 1999-2005 REFORM • STRUCTURAL REFORM - two tier 8+4 into three tier 6+3+3 - FL from age 10, 2 FLs in secondary education • CURRICULAR REFORM - curricular guidelines for 3-year ed. stages - teacher made syllabus documents • ASSESSMENT REFORM - formative and descriptive evaluation - external school–leaving examination

  6. CEFR IDEAS IN THE PRACTICE OF SCHOOL LANGUAGE EDUCATION • PROMOTING LEARNING TO LEARN, STRATEGY TRAINING • ENCOURAGING INDIVIDUALISATION • CATERING FOR A VARIETY OF EDUCATIONAL CONTEXTS AND NEEDS (S.E.N STUDENTS, CLIL CONTEXTS) • ENSURING COMPARABILITY OF SYLLABUS DOCUMENTS • INTRODUCING NON - TEST ASSESSMENT ( PORTFOLIO, PROJECT, LOG) AND SELF-EVALUATION

  7. CEFR IDEAS IN LIFE-LONG EDUCATION • CEFR ORIENTED STRUCTURING OF TERTIARY EDUCATION e.g. Warsaw University School of Foreign Languages • CEFR ORIENTED STRUCTURING OF COURSES AND QUALIFICATIONS e.g. Association of the Polish Banks • CEFR ORIENTED SYLLABUS DESIGN FOR THE TEACHING AND TESTING OF POLISH AS A FOREIGN LANGUAGE e.g. W. Martyniuk’s A1 TiPS project

  8. THE ROLE OF CEFR AND ELP IN PROMOTING NEW METHODOLOGIES • SELF-AWARENESS, REFLECTION The European Language Portfolio (ELP) • EQUAL EDUCATIONAL OPPORTUNITY The European Language Label (ELL) • ICT (eTwinning)

  9. THE IMPACT OF CEFR ON CURRICULA FOR TEACHER EDUCATION • IN THE LANGUAGE COMPONENT interaction and mediation in language activities savoir-être and savoir-apprendre in general competences • IN THE METHODOLOGY COMPONENT approach to error domains, activities, topics and text types learning and communication strategies • IN THE PEDAGOGIC COMPONENT competences–based approach the positive I CAN approach in learner-centred education

  10. CEFR IN TEACHER EDUCATION. DIFFICULTIES AND OPPORTUNITIES Difficulties • TEXT LENGTH AND COMPLEXITY • CONFUSING TERMINOLOGY Opportunities – HK action research on promoting CEFR in teacher education • PRE-SERVICE BA the learner’s perspective: self-profiling with CEF • PRE-SERVICE MA the teacher’s perspective on the learner : learner’s profiles, teaching plans • IN-SERVICE TRAINING the teacher’s perspective on the language class : needs, syllabus, method

  11. TASKS FOR THE FUTURELanguage in school education • Demonstrating how languages support child development (memory training, critical thinking, self-expression) • Demonstrating how languages support other subject-areas ( cross-curricular topics and projects) • Using languages in education ( bilingual education, CLIL, educational exchanges) • Teacher education - piloting The European Portfolio for Student Teachers of Languages ( EPOSTL)

  12. TASKS FOR THE FUTURELanguages in life-long education • Curriculum scenarios • Plurilingual competence – whole language education, transversal competences • Modular approaches to language proficiency - partial competences, strategies for intercomprehensibility

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