Common European Framework of Reference for Languages:Learning, Teaching and Assessment Issued by J....
Transcript of Common European Framework of Reference for Languages:Learning, Teaching and Assessment Issued by J....
Common European Framework of Common European Framework of Reference for Languages:Learning, Reference for Languages:Learning,
Teaching and AssessmentTeaching and AssessmentIssued by J. L. M. Trim, D. Coste, B. North.
Council of Europe, Estrasburgo, 2001
Summarized and presented by Asunción Sánchez Villalón, Ciudad Real, UCLM, 2010
The CEFR & European language policy
What is the CEFR? The Framework provides a common basis for the elaboration of language syllabuses,
guidelines, examinations, textbooks, etc. It describes what language learners have to learn to use a language for communication
and what knowledge and skills they need to act effectively. It also defines levels of proficiency which allow learners’ progress to be measured at
each stage of learning and on a life-long basis.
Aims and objectives of Council of Europe language policyTo encourage, support and co-ordinate the efforts of governments and institutions to
improve language learning.
General Measures: To ensure access to effective means of acquiring a knowledge of languages To promote and support the efforts of teachers and learners at all levels to apply the
principles of the construction of language-learning systems– by basing language teaching and learning on learners’ needs, motivations, resources– by defining objectives and developing appropriate methods and materials;– by developing instruments for the evaluating of learning programmes.
To promote research and development of educational materials and methods
The ELP Portfolio & the Common Levels of Reference
This development of tools has produced the European Language Portfolio (ELP) provides a format for recording and recognising language learning, a scaling of overall language proficiency an analysis of language use and language competences for practitioners to
specify objectives and describe achievements according to the needs, characteristics and resources of learners
For this, 3 tools have been developed (Passport, Linguistic Biography, Dossier) following the outline of Common Reference Levels of language proficiency.
– Proficient User C2 (Mastery- Maestría) Proficiency(Usuario Competente) C1 (Effective Operational Advanced
– Independent User B2 (Vantage, Avanzado) First Certificate(Usuario Independiente) B1 (Threshold, Umbral) Threshold Level
– Basic User A2 (Waystage - Plataforma) Waystage
(Usuario Básico) A1 (Breakthrough - Acceso) Breakthrough
INDEX
Chapter 1 - Aims, objectives and functions of the Framework Chapter 2 - The Approach Chapter 3 - The Common Reference Levels Chapter 4 - The Categories to describe language use & users: DescriptorsChapter 5 - Classifies users’ competencies: general & communicative. Chapter 6 - The processes of language learning & teaching methodologiesChapter 7 – The tasks Chapter 8 - Analyses the impact of linguistic diversity, multilingualism and
multiculturalism, curriculum design principles, life-long language learning Chapter 9 - Assessment Annexes : A - The descriptors of language proficiency B - Swiss Project (1993-7) with descriptors, C - descriptors for self assessment (DIALANG project)D - the skills descriptors (what the student 'can do')
(ALTE: Association of Language Testers in Europe)
OverviewThe use of language includes
COMPETENCES Components
GENERAL COMPETENCESDeclarative Knowledge (to know / savoir)Existential competence (know to be /savoir être)Skills (know-how / savoir faire)Ability to learn (savoir-apprendre)
COMMUNICATIVE COMPETENCES
Linguistic - Sociolinguistic - Pragmatic
used in different CONTEXTS
related with different TOPICS
DomainsSituationsConditions y constraintsMental context of the learner and the interlocutor
to performLANGUAGE ACTIVITIES Expression,Comprehension,Interaction,Mediation
to produce / receive TEXTS Oral and written
through STRATEGIES Expression,Comprehension,Interaction,Mediationto carry out TASKS
CEFR ObjectivesCEFR Objectives
To get:
greater mobility more effective international communication combined
with respect for cultural diversity and identity, better access to information, more direct personal interaction, improved working relationships and a deeper mutual understanding, with the aim to: encourage and facilitate cooperation between
educational institutions in different countries & regions promote multilingualism as a reflection of the cultural
and linguistic diversity of Europe.
What criteria What criteria
must the CEFR meetmust the CEFR meet?? It must be a comprehensive, transparent comprehensive, transparent andand coherent coherent
framework
comprehensivecomprehensive: specifying the knowledge, skills, describing the use of language and user goals widely
transparenttransparent: information must be clearly formulated & explicit
coherentcoherent: with a harmonious relation among their components
not uniformnot uniform, but multi-purpose, open, flexible, dynamic, multi-purpose, open, flexible, dynamic, easy to use and not dogmaticeasy to use and not dogmatic
Coherence Components of Educational Systems
the identification of needsneeds; the determination of objectivesobjectives; the definition of contentcontent; the selection or creation of materialmaterial; the establishment of teaching/learning programmesprogrammes; the teaching and learning methodsmethods employed; evaluation, testing and assessmentassessment.
Users addressed
Education authorities
Examiners
Textbook editors
Course designers
Teachers
Students
CEFR CEFR ApproachApproach
Action-oriented approach Action-oriented approach (CEFR, pp. 9-10):(CEFR, pp. 9-10):
Students and users of a language as "social partners" with tasks under circumstances (environment) within a field of action. Speech acts occur in language activities in a social context towards the realization of tasks, sometimes in groups, using their skills strategically to get results
Resources Cognitive - Strategic - Social
CompetencesLinguistic & - Activities and - Contexts and textsCommunicative Strategies, Learning environments
Reception, Interaction, Production, (Mediation)
ComponentsLinguistic Pragmatic Sociolinguistic
Tasks, processes
Methodological considerations
What skills are encouraged to study or how learners are taught to develop them.
What heuristic capabilities (knowledge to solve problems, discovery and analysis): What knowledge of the world the learner is supposed to have and what new knowledge is acquired.
What students’ characteristics must be taken into account in designing the user's profile, factors, environment, situations, ...
What tools are offered to learners to increasingly become independent in their learning and their use of language.
With what topics the learners have to cope, specific notions relating to places, institutions or organizations, people, objects, events and interventions.
Which communicative tasks the students need to learn
Teaching Learning Process
Consistency and flexibility of content:
Adaptable to users Primary and Secondary school
- to other levels: Bachillerato - Further Education:Official Language Schools;- Higher Education:University Studies
Tasks
Definition: Strategic specific responsibilities to perform actions in a particular area for a specific purpose and outcomes.
Base: Sequence of activities (resulting from the practice of skills: expression, comprehension, interaction and mediation) for communication among participants
Types: 'real life' and 'the classroom' Tasks Opposed to the decontextualized practice of exercises
dealing with formal aspects Combined skills and strategies to facilitate and assess
the process of the task and the progress of language learning
For tasks, the student uses skills components for planning, execution , monitoring , evaluation and correction of the task
Assessment
The CEFR considers fundamental concepts: Validity (assessing what should be assessed) Reliability and accuracy (comparison tests) Feasibility (practical, performance, assessment)
The CEFR specifies: Content (which is evaluated) Criteria for learning objectives Levels compared with other tests Self-assessment and evaluation descriptors
Tables and descriptors
Reference levels Categories, scales of descriptors of
language use: domains, topics, tasks, activities, strategies, processes & texts
Competence scales Self-assessment criteria
Taxonomy SamplesTaxonomy Samples
C2
C1
B2
B1
A2
A1LC SP Inter-
actionRC Wr
Taxonomy Samples (2)Taxonomy Samples (2)
C2
C1
B2
B1
A2
A1
Personal Public Occupational Educational
Common Reference LevelsCommon Reference Levels
Proficient C2
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
User C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well -structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Independ-ent
B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
User B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
Basic
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.
User A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Self-assessment Grid