working with the common european framework cork & dublin may 21st & 22nd 2009

Working with the Common Working with the Common European FrameworkEuropean Framework

Cork & Dublin Cork & Dublin

May 21st & 22nd 2009May 21st & 22nd 2009

Frank HeyworthFrank Heyworth 22

Plan of the workshopPlan of the workshop

What is the CEFR? What are its contents? What is the CEFR? What are its contents? What other resources are linked to it?What other resources are linked to it?

How can schools use it:How can schools use it: to establish a levels system?to establish a levels system? to produce their curriculum and syllabi?to produce their curriculum and syllabi? to influence teaching?to influence teaching? to assess progress, achievement and to assess progress, achievement and

proficiencyproficiency


What are these?What are these?

The Common European FrameworkThe Common European Framework The Common Reference ScaleThe Common Reference Scale The descriptor scalesThe descriptor scales EuropassEuropass European Language PortfoliosEuropean Language Portfolios The Can do statementsThe Can do statements The Portfolio checklistsThe Portfolio checklists


The result of 30 year’s workThe result of 30 year’s work

1971 – “a unit-credit scheme for Europe”1971 – “a unit-credit scheme for Europe” Functions and notions / Threshold levels / Functions and notions / Threshold levels /

Needs analyses / Learner autonomy / Needs analyses / Learner autonomy / Communicative methodologyCommunicative methodology

1991 – “coherence and transparency in 1991 – “coherence and transparency in language learning and teaching”language learning and teaching” A Common Framework of Reference / A A Common Framework of Reference / A

European Language PortfolioEuropean Language Portfolio


MilestonesMilestones

1997 – “Education for democratic citizenship”1997 – “Education for democratic citizenship” Declaration of language rightsDeclaration of language rights Promotion of labour mobilityPromotion of labour mobility Adoption of first draft of FrameworkAdoption of first draft of Framework Pilot projects for European Language PortfoliosPilot projects for European Language Portfolios

2000 – “Towards a plurilingual, pluricultural 2000 – “Towards a plurilingual, pluricultural society”society” European Year of Languages 2001European Year of Languages 2001 Launch of Portfolios and revised FrameworkLaunch of Portfolios and revised Framework A Guide for setting language policiesA Guide for setting language policies


Multilingual EuropeMultilingual Europe

500 different languages used in London500 different languages used in London 29 African languages spoken in the Canary 29 African languages spoken in the Canary

IslandsIslands 10% of the population of France doesn’t have 10% of the population of France doesn’t have

French as the mother tongueFrench as the mother tongue 19 linguistic minorities are recognised in 19 linguistic minorities are recognised in

RomaniaRomania What about Cork?What about Cork?


The CEF – aims The CEF – aims

To make it easier for practitioners to tell To make it easier for practitioners to tell each other and their clientele what they each other and their clientele what they wish to help learners to achieve and how wish to help learners to achieve and how they attempt to do so.they attempt to do so.

To reflect on what we can do to help To reflect on what we can do to help ourselves and other people to learn a ourselves and other people to learn a language betterlanguage better


The principles behind the CEFThe principles behind the CEF

It’s not prescriptive:It’s not prescriptive: ““we do not set out to tell practitioners what to do, or we do not set out to tell practitioners what to do, or

how to do it”how to do it”

It’s not neutral:It’s not neutral: The CEF “supports methods which help learners build The CEF “supports methods which help learners build

up attitudes, knowledge and skills they need to:up attitudes, knowledge and skills they need to: Become more independent in thought and actionBecome more independent in thought and action Be more responsible and co-operative in relation to other Be more responsible and co-operative in relation to other

people”people”


The contents of the cef 1The contents of the cef 1

A definition of communicationA definition of communication = reception / production / interaction / mediation= reception / production / interaction / mediation

A strategic definition of communicative A strategic definition of communicative competencecompetence = being able to carry out activities and processes for = being able to carry out activities and processes for

the production and reception of textsthe production and reception of texts = being able to construct discourse to fulfil tasks in = being able to construct discourse to fulfil tasks in

the domain of social existencethe domain of social existence


The Contents of the CEF 2The Contents of the CEF 2

ChaptersChapters Common Reference LevelsCommon Reference Levels Language Use and the Language User / LearnerLanguage Use and the Language User / Learner The User / Learner’s CompetencesThe User / Learner’s Competences Language Learning and TeachingLanguage Learning and Teaching Tasks and their role in language teachingTasks and their role in language teaching Language diversification and the curriculumLanguage diversification and the curriculum AssessmentAssessment


The contents of the cef 3The contents of the cef 3

The Common Scale of Reference is the The Common Scale of Reference is the core of the cef.core of the cef.

It describes user competence at 6 levelsIt describes user competence at 6 levels Basic user = A1 (Breakthrough) A2 Basic user = A1 (Breakthrough) A2

(Waystage)(Waystage) Independent user = B1 (Threshold) B2 Independent user = B1 (Threshold) B2

(Vantage)(Vantage) Proficient user = C1 (Effective proficiency) C2 Proficient user = C1 (Effective proficiency) C2

(Mastery)(Mastery)


This means a focus on learnersThis means a focus on learners

““Language learning activities are based on the Language learning activities are based on the needs, motivations, characteristics and needs, motivations, characteristics and resources of learners:resources of learners:

What will they need to do with the language?What will they need to do with the language? What will they need to learn to do what they want?”What will they need to learn to do what they want?” What makes them want to learn?What makes them want to learn? What sort of people are they?What sort of people are they? What knowledge, skill and experiences do their teachers What knowledge, skill and experiences do their teachers

possess?possess? What access do they have to resources?What access do they have to resources? How much time can they afford to spend?”How much time can they afford to spend?”


Plurilingual competencesPlurilingual competences

A “unique and individual” competenceA “unique and individual” competence An individual does not have a set of distinct and An individual does not have a set of distinct and

separate competencesseparate competences but a plurilingual and pluricultural competence but a plurilingual and pluricultural competence

which includes the sum of the linguistic which includes the sum of the linguistic repertoire availablerepertoire available


Partial competencesPartial competences

All knowledge of language is partialAll knowledge of language is partial Any partial knowledge is also more than it Any partial knowledge is also more than it

might seemmight seem Those who have learnt one language also Those who have learnt one language also

know a great deal about many other know a great deal about many other languageslanguages


Different kinds of competence 1Different kinds of competence 1

ccommunicative competenceommunicative competence Linguistic competenceLinguistic competence

Lexical / phonetic / grammaticalLexical / phonetic / grammatical Socio-linguisticSocio-linguistic

Awareness of social normsAwareness of social norms Appropriate to social situationsAppropriate to social situations

Pragmatic competencePragmatic competence Functional useFunctional use Discourse organisationDiscourse organisation


Different kinds of competence 2Different kinds of competence 2

Transversal competencesTransversal competences Strategic competenceStrategic competence Existential competenceExistential competence Ability to learnAbility to learn


A – Basic user

A1 A2

B – Independent user

C – Proficient user

B1 B2 C1 C2


Examples of descriptors 1Examples of descriptors 1

A1 “Can understand and use familiar everyday A1 “Can understand and use familiar everyday expressions and very basic phrases aimed at expressions and very basic phrases aimed at satisfaction of needs of a concrete type. Can satisfaction of needs of a concrete type. Can introduce him / herself and can ask and answer introduce him / herself and can ask and answer questions about personal details, such as where questions about personal details, such as where he/ she lives, people he/she knows and things he/ she lives, people he/she knows and things he/she has. Can interact in a simple way he/she has. Can interact in a simple way provided the other person talks slowly and provided the other person talks slowly and clearly and is prepared to help.”clearly and is prepared to help.”


Characteristics of the descriptorsCharacteristics of the descriptors

They are all positiveThey are all positive They are in a standard sequence – reception, They are in a standard sequence – reception,

production, interaction, mediationproduction, interaction, mediation They are flexible – the scale can be reduced to They are flexible – the scale can be reduced to

three levels, or expanded to 12 or morethree levels, or expanded to 12 or more They can be expressed as a scale for self-They can be expressed as a scale for self-

assessment = “I can….”assessment = “I can….” They can be used as a basis for more They can be used as a basis for more

specialised scalesspecialised scales


The CEF isn’t just the scaleThe CEF isn’t just the scale

It gives a detailed, coherent description of:It gives a detailed, coherent description of: Language use and language usersLanguage use and language users Competences and strategiesCompetences and strategies Processes of learning and teachingProcesses of learning and teaching TasksTasks Diversification of the curriculumDiversification of the curriculum AssessmentAssessment

In the appendices, there are more specialised In the appendices, there are more specialised scales, “can do” statements, DIALANG scales, “can do” statements, DIALANG descriptorsdescriptors


Specific descriptorsSpecific descriptors

StrategiesStrategies Planning, checking and correcting, deduction, turn-Planning, checking and correcting, deduction, turn-

taking taking Avoidance and achievement strategiesAvoidance and achievement strategies


The descriptor scales 1The descriptor scales 1

There are 58 of them, divided into 41 scales of There are 58 of them, divided into 41 scales of activities and 17 describing competences:activities and 17 describing competences:

Communicative activities:Communicative activities: Production, reception, interaction, mediationProduction, reception, interaction, mediation

CompetencesCompetences Linguistic competenceLinguistic competence

E.g. vocabulary range, grammatical accuracyE.g. vocabulary range, grammatical accuracy Socio-linguistic competenceSocio-linguistic competence Pragmatic competence Pragmatic competence

E.g. turntaking, cohesion and coherenceE.g. turntaking, cohesion and coherence Strategic competenceStrategic competence

E.g. Asking for clarification, E.g. Asking for clarification,


The descriptor scales 2The descriptor scales 2

User scales for self-assessment – all User scales for self-assessment – all positivepositive

Assessor scales, which include what Assessor scales, which include what cannot be done at the level describedcannot be done at the level described


Part 2 – The CEFR and the Part 2 – The CEFR and the curriculum / syllabuscurriculum / syllabus

Curriculum – a general statement of the Curriculum – a general statement of the institution’s values, approach and the way institution’s values, approach and the way these will be put into practice, plus an these will be put into practice, plus an overall view of the levels systemoverall view of the levels system

Syllabus – the content of what is to be Syllabus – the content of what is to be done in a specific time framedone in a specific time frame


A. The school’s educational philosophy: what does this school believe about learning a language?

B. Outcomes: What should students be able to do, (CEFR Can Do statements) and what do they need to know at any given level in order to do it? How does this relate to exams used in the school?

C. Methods, techniques: how is this learning to be achieved? What methods and techniques should teachers use in their classrooms?

D. Syllabus; schemes of work; progress: what language and micros-skills will be learnt? How long is a level likely to take? How are specific periods of teaching (week, month, term) planned? How are lessons planned? How are learners informed about planning?

E. Assessment: pre/during/post: How are learners placed in classes? How and at what intervals is progress assessed? What assessment is there at the end of the course? What form of certification is given?


Linking level systems to the CEFRLinking level systems to the CEFR

Step one – get to know the scalesStep one – get to know the scales Step two – analyse what your present Step two – analyse what your present

level system is – what are your bottom and level system is – what are your bottom and top levels? How long do learners take to top levels? How long do learners take to reach them? How long are your courses?reach them? How long are your courses?

Step three - Compare your level system Step three - Compare your level system with the CEFR levels – revise it to show with the CEFR levels – revise it to show relation to CEFRrelation to CEFR


CEFR resources and CEFR resources and curriculum/syllabus planningcurriculum/syllabus planning

Curriculum – use the general reference Curriculum – use the general reference scalescale

Syllabus – use a combination of Syllabus – use a combination of competence scales and activity scalescompetence scales and activity scales

Lesson planning, schemes of work – look Lesson planning, schemes of work – look at Portfolio checklistsat Portfolio checklists

Assessment – use the self-assessment Assessment – use the self-assessment grid and the rater scalesgrid and the rater scales


Getting to know the levels 1Getting to know the levels 1

Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.


Levels 2Levels 2

Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.


Levels 3Levels 3

Uses basic sentence patterns with memorised phrases, groups of a few words and formulae in order to commu-nicate limited information in simple everyday situations.


Levels 4Levels 4

Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehen-sion, inviting others in, etc.


Planning the syllabusPlanning the syllabus

For each class:For each class: CEFR level at beginning of courseCEFR level at beginning of course Target level at end of courseTarget level at end of course CoursebookCoursebook Key « can do » statements for the courseKey « can do » statements for the course

Reception, production, interaction Reception, production, interaction Target competencesTarget competences

« Identifiable results »« Identifiable results » Assessment procedures – self-assessment, tests, Assessment procedures – self-assessment, tests,

examsexams


Planning sequences of lessons 1Planning sequences of lessons 1

StrategyStrategydomaindomain communicative competencecommunicative competence

topictopic

linguistic, pragmatic, linguistic, pragmatic, socioculturalsociocultural

language activitieslanguage activities

situationsituation

TaskTask


Try to apply thisTry to apply this

Can write accounts of experiences, describing Can write accounts of experiences, describing feelings and reactions in simple connected text. feelings and reactions in simple connected text. (B1 creative writing)(B1 creative writing)

Can give a clear presentation on a familiar topic, Can give a clear presentation on a familiar topic, and answer predictable or factual questions.and answer predictable or factual questions. (B2 spoken production)(B2 spoken production)

Can understand phrases, words and Can understand phrases, words and expressions related to areas of most immediate expressions related to areas of most immediate priority (e.g. very basic personal and family priority (e.g. very basic personal and family information, shopping, local area, employment) information, shopping, local area, employment) [A1 listening].[A1 listening].


Where to find resourcesWhere to find resources

Some web sitesSome web sites For the CEFR and Portfolios – For the CEFR and Portfolios –

www.sprachenportfolio.ch and and www.coe.int/culture/portfolio

For applications of Council of Europe For applications of Council of Europe language policies language policies – – www.ecml.at

For general language resources – For general language resources – [email protected]

working with the common european framework cork & dublin may 21st & 22nd 2009

Documents

language better slide

language user learner

language policies

proficiency slide

learners language learning

frank heyworth12

frank heyworth10

frank heyworth11