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Tim Goodier: Implementing the new CEFR Companion Volume

Eaquals Prague 2018

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Tim Goodier: Implementing the new CEFR Companion Volume

  1. 1. Tim Goodier ©Eaquals 06/08/2014 1 Implementing the CEFR Companion Volume with New Descriptors
  2. 2. Eurocentres’ Mission & Vision To prepare individuals to study, work and live successfully in a foreign language and culture. We are the worldwide benchmark for learning & teaching a / in a foreign language. Background: Eurocentres and the CEFR
  3. 3. Consultancy to the Council of Europe since 1968 Leading developer of the international language benchmarking framework Common European Framework of Reference (CEFR, 2001) Implemented landmark extension to CEFR in a Companion Volume (2017), benchmarking essential competences for the globalised world Background: Eurocentres and the CEFR
  4. 4. 1. Disruption – a context for 21st century language learning 2. The CEFR Companion Volume – What’s new? 3. Descriptors for new areas 4. Exploitation for curriculum, teaching and learning Agenda 4
  5. 5. Disruption – a context for 21st century language learning 5
  6. 6. Technological disruption 6
  7. 7. (Adapted from www.oxfamblogs.org ‘20th Century policies may not be enough for 21st Century digital disruption’, accessed 29/3/18) Exposure to technological disruption 7 Language teachers Factory workers Social workers Administrators Cleaners Retailers Managers Musicians Farmers …etc. Highadaptive capacity Digital elites Portfolio livelihoods Lowadaptive capacity Persistent offline Digitally vulnerable Low exposure High exposure
  8. 8. Top skills for employability (World Economic Forum) 8
  9. 9. The ‘21st Century Skills’ movement ©Eaquals 23/11/2017 9
  10. 10. A policy-oriented definition of ‘21st century skills’ (source: Glossary of Education Reform edglossary.org accessed 4/11/2017)
  11. 11. Mediation activities in the CEFR – a broadened concept Mediation Activities Mediating CommunicationCognitive mediation Mediating a Text Mediating Concepts Enhancing the effectiveness of cognitive mediation by: • creating a positive atmosphere • showing cultural awareness • facilitating collaborative interaction • resolving delicate situations Collaborating with others in order to come to a decision or solve a problem. Relaying / summarising / synthesising information from spoken or written sources (including translation). Includes: • aiding the development of ideas • asking questions to stimulate reasoning • inviting/giving contributions and reactions • asking for/giving clarification • making and responding to suggestions Sources include: • listening material • reading material • class discussions / conversations • data, graphs, statistics • visuals, diagrams, pictures
  12. 12. The CEFR Companion Volume – What’s new? 12
  13. 13. Overview - aims of the CEFR 13 Common European Framework of Reference for languages: 1. learning 2. teaching 3. assessment
  14. 14. Overview - aims of the CEFR 14 Common European Framework of Reference for languages: 1. learning 2. teaching 3. assessment CEFR Companion Volume: 1. Key aspects of the CEFR for teaching & learning 2. Updated and new illustrative descriptor scales
  15. 15. Contents of the CEFR Companion Volume 15 • Foreword: the context of the work • Key aspects of the CEFR for teaching and learning • Updated 2001 descriptor scales – including some new scales and addition of pre-A1 • Descriptor scales for new areas: - online interaction - mediation (including reactions to creative text) - plurilingual and pluricultural competence • Outline of the research and development project
  16. 16. Reinforcement of Reference Levels for Profiling 16 English Skills Pre-A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 Listening Reading Spoken Interaction Written Interaction Spoken Production Written Production
  17. 17. Orientation maps of the illustrative descriptor scales 17
  18. 18. Rationale given for each scale 18 Reading as a leisure activity involves fiction and nonfiction, literature, magazine and newspaper articles, blogs, biographies, etc. Key concepts operationalized: 1. length, variety of texts and whether there are illustrations; 2. type of texts, from simple descriptions to contemporary and classical writings in different genres; 3. topics, from everyday topics to a full range of abstract and literary topics; 4. type of language: from simple to stylistically complex; 5. ease of reading: from guessing with the help of images, to appreciating the full variety of texts; 6. depth of understanding: from understanding in outline to understanding implicit meaning.
  19. 19. Descriptor scales for new areas 19
  20. 20. (Taken from CEFR/CV 2018 edition, Council of Europe Strasbourg) Communicative language activities in the CEFR Beyond the ‘four skills’ model Beyond the ‘four skills’ model 20
  21. 21. (Taken from CEFR/CV 2018 edition, Council of Europe Strasbourg) Communicative language strategies in the CEFR Beyond the ‘four skills’ model Beyond the ‘four skills’ model 21
  22. 22. Examples of Mediation descriptors 22 Processing Text in Speech B1 Can summarise (in Language B) the main points made during a conversation (in Language A) on a subject of personal or current interest, provided that the speakers articulated clearly in standard language. Facilitating collaborative interaction with peers B1+ Can collaborate on a shared task, for example formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches.
  23. 23. Online Interaction descriptors 23 Online interaction Online conversation and discussion Open-ended, social, speculative Goal-oriented online transactions and collaboration Towards a specific outcome
  24. 24. Examples of Online Interaction descriptors 24 Online Conversation and Discussion B1 Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided that he/she can prepare the text beforehand and use online tools to fill gaps in language and check accuracy. Goal-oriented online transactions and collaboration A2+ Can use formulaic language to respond to routine problems arising in online transactions (e.g. concerning availability of models and special offers, delivery dates, addresses, etc.).
  25. 25. Plurilingual and Pluricultural Competences 25 Plurilingual comprehension Building on plurilingual repertoire Building on pluricultural repertoire
  26. 26. Examples of Plurilingual and Pluricultural descriptors 26 Plurilingual comprehension A2 Can understand short, clearly articulated spoken announcements by piecing together what he/she understands from the available versions in different languages. Building on plurilingual repertoire A2 Can mobilise his/her limited repertoire in different languages in order to explain a problem or to ask for help or clarification. Building on pluricultural repertoire A2 Can recognise that his/her behaviour in an everyday transaction may convey a message different to the one he/she intends, and can try to explain this simply.
  27. 27. Elaboration into the curriculum 27
  28. 28. Eaquals on the CEFR Standard 3.2: All language course programmes are specified by levels which refer to the CEFR, and learning objectives are related to the global descriptors of CEFR levels. ..with the following indicators of compliance: 3 b) There are written descriptions of the institution’s learning programmes: - within a framework of levels referenced to the CEFR 3 g) Institutional language competence levels are mapped to the CEFR. These levels and the global CEFR descriptors, as a minimum, are used and understood throughout the institution.
  29. 29. Eaquals on the CEFR ..and with the indicator of excellence: There is detailed reference to the CEFR, both in planning and implementation of course programmes in such a way as to have a real influence on setting clear learning objectives as well as on teaching and learning.
  30. 30. What’s wrong with this picture? Hi teachers, here’s the CEFR Companion Volume - Eaquals says we need to use it in our courses!
  31. 31. Uses of the descriptors • relating learning aims to real world language use, thus giving a framework to action-oriented learning • providing transparent ‘signposting’ to learners, parents, sponsors • offering a ‘menu’ to negotiate priorities with adult learners in a process of ongoing needs analysis • suggesting classroom tasks to teachers, usually tasks that will involve activities described in several descriptors • introducing criterion-referenced assessment with the criteria relating to an external framework (CEFR) • teacher assessment / self-assessment
  32. 32. The CEFR is not an ‘off the shelf’ curriculum 32 (*North, 2014) ‘Unzipped’* / course- adapted can dos Communicative language competences Communicative language activities Global scale descriptors • Pedagogic aims supported by classroom tasks and language specifications • Empowerment / outcomes • Detailed assessment criteria • Action-oriented • Appraisal of task achievement • Self-evaluation Course design Source Material
  33. 33. The negotiated syllabus as lego or pizza? 33 vs.
  34. 34. • Learning task design • Piloting • Evaluation of learning outcomes • Aims as actions • Outcomes as ‘can dos’ • Needs analysis • Pedagogic ‘fit’ Selection Adaptation ElaborationImpact Process of elaboration to context
  35. 35. 35 Building a developmental community of practice Institutional learning community Teachers Learners Local ‘leading practitioners’ as champions of new developments Senior teachers Managers Curriculum Developers Project Leader Project members
  36. 36. 36 Building a developmental community of practice Small scale pilots • Learning aims • Activities • Assessment criteria Cascade training • Conceptual presentation • Scaffolding peer group selections for exploratory practice Group exploratory practice • Task design / implement • Learner feedback Teacher peer presentations • Outcomes / impact • Recommendatio ns
  37. 37. Examples for domainsDomain examples in Appendix 6 – very useful!
  38. 38. Can-do statements as stimulus for activity design 38 ONLINE CONVERSATION AND DISCUSSION (B1) Can make personal online postings about experiences, feelings and events and respond individually to the comments of others in some detail, though lexical limitations sometimes cause repetition and inappropriate formulation.
  39. 39. Can-do statements as stimulus for reflection and action 39
  40. 40. The European Language ~ Portfolio revisited 40 • Overview of (plurilingual) proficiency The Language Passport • Goal setting and self-assessment • Includes detailed checklists as ‘can do’ statements The Language Biography • Illustration of achievement and experiences The Dossier https://www.coe.int/en/web/portfolio
  41. 41. Example: language biography self-evaluation checklists, which correspond with aims for teacher course planning 41
  42. 42. Feedback from pilots of online interaction descriptors 42 Tertiary B1: ‘Most of the students wrote in the questionnaire that it was nice to work online, but a small group said that it was a little bit too difficult... The exercises based on the chat worked surprisingly well.’ Tertiary/YL teaching prac. B2 ‘The descriptors …helped students focus on the task … They serve for both students and the professor alike.’ Primary: A1/A2 ‘a CLIL project about earthquakes...through a platform (eTwinning) where students can meet each other (chat, forum, live events), share materials (presentations on padlet)’ Impact on T&L : ‘More focused on development of competences’
  43. 43. www.coe.int/EN/web/common-european-framework-reference-languages/ Google: ‘CEFR Council of Europe’ How to get the CEFR Companion Volume 43
  44. 44. Děkuji! tgoodier@eurocentres.com www.eurocentresnetwork.com/
  45. 45. Beacco, J., Byram, M., Cavalli, M., Coste, D., Cuenat, M., Goullier, F. and Panthier, J. (2018). GUIDE FOR THE DEVELOPMENT AND IMPLEMENTATION OF CURRICULA FOR PLURILINGUAL AND INTERCULTURAL EDUCATION. [ebook] Strasbourg: Council of Europe Education Policy Division. Available at: https://www.coe.int/en/web/common-european-framework-reference-languages/tools-for-curricula [Accessed 26 Jan. 2018]. British Council | EAQUALS Core Inventory for General English. (2018). English Agenda, British Council/Eaquals. Council of Europe (2018). Common European framework of reference for languages: learning, teaching, assessment – Companion volume with new descriptors. Strasbourg: Council of Europe Publishing. Available at www.coe.int/lang-cefr. Inventaire linguistique des contenus clés des niveaux du CECRL. (2018). [ebook] Eaquals. Available at: https://www.eaquals.org [Accessed 26 Jan. 2018]. North, B. (2015). The CEFR in practice. Cambridge: Cambridge University Press. The Glossary of Education Reform. (2018). 21st Century Skills Definition. [online] Available at: http://edglossary.org/21st-century-skills/ [Accessed 26 Jan. 2018]. van den Akker J. (2006), “Curriculum development re-invented: evolving challenges”, in Letschert J. (ed.), Curriculum development re-invented, SLO, Enschede. In Beacco, J., Byram, M., Cavalli, M., Coste, D., Cuenat, M., Goullier, F. and Panthier, J. (2018). GUIDE FOR THE DEVELOPMENT AND IMPLEMENTATION OF CURRICULA FOR PLURILINGUAL AND INTERCULTURAL EDUCATION. [ebook] Strasbourg: Council of Europe Education Policy Division. Available at: https://www.coe.int/en/web/common-european-framework-reference-languages/tools-for-curricula [Accessed 26 Jan. 2018]. Wenger, E. (2008). Communities of practice. Cambridge: Cambridge University Press. Web resources: Common European Framework of Reference for Languages (CEFR) home page www.coe.int/en/web/common-european-framework-reference- languages/home Platform of resources and references for plurilingual and intercultural education www.coe.int/en/web/platform-plurilingual-intercultural-language- education/home European Language Portfolio (ELP) home page www.coe.int/en/web/portfolio Plurilingual Education, European Centre of Modern Languages of the Council of Europe: www.ecml.at/Thematicareas/PlurilingualEducation/tabid/1631/Default.aspx A framework of reference for pluralistic approaches to languages and cultures: http://carap.ecml.at/ Linguistic Integration of Adult Migrants home page, Council of Europe: www.coe.int/lang-migrants Selected References / Readings 45

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