3. cefr pdst seminar frédérique rantz
TRANSCRIPT
CEFRThe bigger picture
Learning & Teaching
Assessment
CEFR & the MFL classroom
Can-do approach&
language portfolios
Origin: • Council of Europe• Collaborative process of development since 1970s• Launched in 2001
Objectives:• Descriptive, transparent and coherent system of reference• Cooperation in areas of language learning and certification • Ultimately, improved communication and cooperation in Europe
CEFRThe
bigger picture COMMON EUROPEAN FRAMEWORK OF REFERENCE
Common to all languages, levels, target groups….
European – wider European values
Framework of Reference: Descriptive, not prescriptive
Learning, teaching and assessment
Multiplicity of functions and dimensions
Relevant to learners & spectrum of language professionals
Versatility through practical tools
Work in progress, adaptation to needs & contexts
A work in progress…CEFR & CEFR-related resources
Gen
eric
Language-specific
Syllabus designExaminations
Teaching materials Teacher training
47
Learners
Teachers
Syllabus designers Assessors/testers/ exam setters
Publishers
Course writers
National Language Education & Certification Authorities
Language Certification Bodies
Employers
Who is the CEFR for?
CEFRThe
bigger picture
6 Overarching principles
Action-oriented definition of languageLearner autonomy/language awarenessPluri-lingualismPluri-culturalismLife-long learningEuropean citizenship & mobility
CommunicativeCan-do
Learner at the centre
Reflective learner
Pluri-lingual/multilingual
‘partial competences’Pluri-culturalism/
MulticulturalismDiversity
Before & after schoolProficiency
Language awareness
European identityIntegration/cohesion
Work & travelopportunities
3 statements max. per partnerTake note of:
the languages + language levels of both partners
My languagesMy level in each language
CEFRThe bigger picture
Learning & Teaching
Assessment
Learning &
Teaching
Can-do descriptors/language skills
• I can … ask somebody to do something
• I can … talk about an event, an experience or a dream
• I can … understand the key points of a newspaper article
• I can … describe events in a brief report
• I can… follow detailed directions to a place
A CEFR ‘can-do approach’?
Learning &
Teaching
I can…
Can dos are related to the learning
context… reflection tool (p.21)
Prioritises the needs of the learners
(p.44)
Form and meaning are to be treated as
interdependent (p.116)
Accuracy in self-assessment is
increased with reference to clear descriptors-defined standards
(p.191)
Action-oriented language use
Levels
Communicative definition of language
Learning
Teaching
Assessment
Tasks
Can-dos
Competences
Skills
Learning &
Teaching
Communicative activity: Writing a letter
TASKReply to an
e-mail received from a friend
looking for informatio
n for a weekend in DublinCAN DO DESCRIPTORS
I can write an e-mailI can give information about a place
I can make suggestions about a placeI can ask for clarifications about expectations
I can ask for preferences about a placeI can express preferences about a place
I can express preferences
COMPETENCIESFunctions: providing information, asking for clarification, making suggestions,..
Vocab (tourism language); Grammatical rules(time, place); Spelling rulesRegister: writing to a friend (familiar)E-mail correspondence conventions
Knowledge about Dublin, knowledge about the friend’s interests
CEFR principles, can-dos and learning contents
Learning &
Teaching
- My objectives- My progress in different skills- My next goals- How I learn, my strategies- Similarities and differences between languages I know- How the language works- The pieces of work or files which best showcase my
proficiency- Similarities and differences with people I have met or
heard about- -…
Reflection on
5 benefits of a ‘can-do’ approach - for students?
Learning &
Teaching
5 benefits of a ‘can-do’ approach - for teachers ?
CEFR ‘Can-do approach’ benefits – for students
Learning &
Teaching
I can. It’s about what I can do, not
what I can’t do.
With the can-dos I can describe my
proficiency
I can assess and describe how
confident I am in doing something
I can distinguish differences in my
progression in different skills
I am learning and I can follow and
describe my progression
I can describe and reflect on my goals
It is motivating to see how I progress and to be able to
measure it
I can discuss what works best with me in language
learning
Understanding how I learn best helps me be a
better language learner
CEFR ‘Can-do approach’ benefits - for teachers
Learning &
Teaching
Planning/ learning outcomes
Planning/Communicative
activities
Planning/ Assessment tasks AoL/Testing
AfL/transparency of criteria
AfL/ Descriptive Feedback
Facilitates Differentiation
Benchmark for selecting authentic
resources
Positive EmphasisActive/Reflective
learningMotivation
Assessment CEFR levels of reference
Breakthrough
Mastery
Waystage
Threshold
Vantage
Proficiency
CEFR levels applied across languages
CEFR benchmarked certification systems – comparative table
Levels funnel
Proficiency development rate
CEFR reference levels: global scale
Global scale
Simplified global scale A1/A2 to C1
Example of proficiency levels:
C2Can produce clear, smoothly flowing, well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points
C1Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion
B2Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail
B2Can give clear, detailed descriptions and presentations on a whole range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples
B1Can reasonably fluently sustain a straight forward description of one of a variety of subjects with hi/her field of interest, presenting it as a linear sequence of points
A2Can give a simple description or presentation of people, living and working conditions, daily routines, likes/dislikes etc., … as a short series of simple phrases and sentences linked into a list
A1Can produce simple mainly isolated phrases about people and places
Overall oral production
Example of proficiency levels: Which is which?
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and evaluating information and arguments from a number of sources
Can write clear, well structured texts on complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion
Can write simple isolated phrases and sentences
Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking a series of shorter discrete elements into a linear sequence
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader find significant points
Can write a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’, ‘because’
Overall written production
B2
C1
A1
B1
C2
A2
CEFR qualitative scales – exampleQualitative aspects of spoken lang. use
Range
Accuracy
Fluency
Interaction
coherence
My languages my levels in each language
CEFRThe bigger picture
Learning & Teaching
Assessment
CEFRThe bigger picture
Learning & Teaching
Assessment
CEFR & the MFL classroom
Can-do approach &
language portfolios
I can…
CEFR /MFL classroomCan-dos Language portfolios
CEFR aligned resources
Wouldn’t it be great…!
A tool for students to map their progress
A tool recognising my students’ pluri-lingualism
A practical tool for a can-do
reflective approach in
action
A way for students to showcase their
language proficiency
The European language portfolio in a nutshell
ELP examples
Can-do checklists : How well can I… ?(examples)
ELP and beyond: ‘Our language portfolio’ Whole school or team initiatives
What parallels are there between the CEFR can-do approach to learning
and the Junior Cycle key skills framework?
CEFR and key skills
CEFR mapping the language learning journeyand promoting reflection on language learning among students and teachers