iasi 25 – 26 june 2009 creativity and innovation to promote multilingualism and intercultural...
TRANSCRIPT
Iasi
25
– 26
Ju
ne
2009
Creativity and innovation to
promote multilingualism and
intercultural dialogue
Th
e C
om
mo
n E
uro
pea
n F
ram
ewo
rk
of
lan
gu
ages
Proficiency levels vs
course design reality:
problems and
solutions
Lea
rnin
g, t
each
ing
, ass
essm
ent
The Common European
Framework of Reference for Languages
des
crip
tive
• The CEFR is a document which describes in a comprehensive manner i) the competences necessary for communication, ii) the related knowledge and skills and iii) the situations and domains of communication.
• The CEFR offers a common basis for the explicit description of objectives, content and methods, but does not do so in a prescriptive manner.
Pu
rpo
se 1
Purpose
“To overcome the barriers to communication among professionalsworking in the field of modernlanguages arising from the differenteducational systems in Europe.” p. 1
Pu
rpo
se 2
Purpose
It provides the means for teachers,course designers, teacher trainers,administrators, examining bodies, etc.to reflect on their current practice, witha view to situating and co-ordinatingtheir efforts and to ensuring that theymeet the real needs of the learners forwhom they are responsible.
A c
atal
og
ue
The CEFR as a catalogue
Artificial dissection of the language
competence into components
It is the task of the teacher andlearner to integrate thosecomponents.
Web
site
Tran
slat
ion
into
Du
tch
CE
FR
Lev
els
TOOL-project
The CEFR provides a practical toolfor setting clear standards to beattained at successive stages oflearning and for evaluatingoutcomes in an internationallycomparable manner.
Choices made
• Public domain• European level A2 as described in the
CEFR• Objectives based on the EQUALS ALTE
ELP• Focus not only on language, but also on socio-
cultural elements, sociolinguistic elements, attitudes and strategies.
• Collaborative preparation at the project meetings > a generic template
• Languages for which not a lot of materials exist on this level
• Innovative• Blended learning
Th
e co
mm
on
ref
eren
ce le
vels
“There does appear in practice to be a wide consensus on the
number and nature of levels appropriate to the organisation of
language learning and the public recognition of achievement.
These six levels are an interpretation of the classic division into
basic, intermediate and advanced.
The scheme proposed in the CEFR adopts a "Hypertext“
branching principle, starting from an initial division into three
broad levels:
• Basic User: A1 and A2• Independent User: B1 and B2• Proficient User: C1 and C2”
ELP, Council of Europe
Co
mm
on
Ref
eren
ce le
vels
Can understand sentences and frequently used expressions related
to areas of most immediate relevance (e.g. very basic personaland family information, shopping, local geography, employment).Can communicate in simple and routine tasks requiring a simpleand direct exchange of information on familiar and routinematters. Can describe in simple terms aspects of his/her background,immediate environment and matters in areas of immediate need.
+ the descriptors of the EQUALS-ALTE ELP
The global scale: A2
Gen
eric
an
d s
pec
ific
The templates
Bas
kets
Generic template