ELP-TT

Training teachers to use the European Language Portfolio

ECML-short term project 2008-2009ELP_TT2

Ülle Türk, Estonia

ELP-TT

The Common European Framework of Reference,

common reference levels and self-assessment

Developed by David Little and Dick Meijer,

adapted by Ülle Türk

ELP-TT

CEFR: Competences

1. General competences

Declarative knowledge (savoir)

Skills and know-how (savoir-faire)

Existential competence (savoir-être)

Ability to learn (savoir apprendre)

ELP-TT

2. Communicative language competences

•Linguistic competences

–Lexical, grammatical, semantic, phonological, orthographic, orthoepic

•Sociolinguistic competence–Politeness conventions, expressions of folk wisdom,

register differences, dialect and accent etc.

•Pragmatic competences–flexibility, turntaking, thematic development, coherence

and cohesion

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Competences are necessary in order to

• perform linguistic activitiesCf. CEFR chapter 5

• Example: Situation– Your learners imagine that they are among

native speakers of the target language.

– What can your learners do in the target language? (e.g. I can introduce myself; I can understand simple directions)

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Growing competences

• Being more competent means to be able to carry out more and more activities

competences activities

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CEFR levels

The Common European Framework of Reference (Council of Europe 2001) defines communicative proficiency

• At six levels, arranged in three bands

A1 A2

B1 B2

C1 C2

• in relation to five skills: listening, reading, spoken interaction, spoken production, writing

• in the form of “can do” statements

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I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

Self-assessment grid (CEFR and standard adult passport)

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CercleS ELP: goal-setting and self-assessment checklists

Level B1 My next goal

* * * * * *

I can readily handle conversations on most topics that are familiar or of personal interest, with generally appropriate use of register

I can sustain an extended conversation or discussion but may sometimes need a little help in communicating my thoughts

I can take part in routine formal discussion on familiar subjects in my academic or professional field if it is conducted in clearly articulated speech in standard dialect

I can exchange, check and confirm factual information on familiar routine and non-routine matters within my field with some confidence

I can express and respond to feelings and attitudes (e.g., surprise, happiness, sadness, interest, uncertainty, indifference)

I can agree and disagree politely, exchange personal opinions, negotite decisions and ideas

I can express my thoughts about abstract or cultural topics such as music or films, and give brief comments on the views of others

I can explain why something is a problem, discuss what to do next, compare and contrast alternatives

I can obtain detailed information, messages, instructions and explanations, and can ask for and follow detailed directions

I can handle most practical tasks in everyday situations (e.g., making telephone enquiries, asking for a refund, negotiating purchase)

I can provide concrete information required in an interview/ consultation (e.g., describe symptoms to a doctor), but with limited precision

I can take some initiatives in an interview/ consultation (e.g., bring up a new subject) but am very dependent on the interviewer to provide support

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Getting to know the levels

• The self-assessment grid is not enough

• More specific scales:– CEFR Ch 4: descriptors of communicative activities

– CEFR Ch 5: descriptors of linguistic competence

• Familiarisation activities:– Filling in the gaps

– Sorting the descriptors

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Workshop task (Handout 3)

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Self-assessment using the CEFR levels

• Questions to be answered:

– How do I know which level I am at?

– How can I prove it?

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Working with the CEFR levels

• Gaining experience with the ELP:

– Assess your own competence in a foreign language you know but don’t teach

– What criteria did you apply in assessing yourself?

– What would you do to improve your competence?

– What learning activities would help you?

– What are the three most persuasive solutions in your group?

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Workshop task (Handout 4)