jsp 2010-2011 unit 4 the common european framework of reference and the european language portfolio
TRANSCRIPT
JSP 2010-2011
UNIT 4THE COMMON EUROPEAN
FRAMEWORK OF REFERENCE
AND THE EUROPEAN LANGUAGE PORTFOLIO
JSP 2010-2011
AIMS OF THE SESSION
To know the Common European Framework of Reference.
To know the European Language Portfolio.
To apply the contained in the CEFR in the classroom.
JSP 2010-2011
QUESTIONS TO BEGIN WITH
Nowadays it’s obvious the importance to know different languages. Which do you think are the most important ones. Why?
Do you think that it’s possible to learn L1, L2 and LE in the stages of Childhood Education and Primary Education?
Do you think that in Secondary classrooms there is time to oral activities? And if so, do we evaluate them?
JSP 2010-2011
THE COMMON EUROPEAN FRAMEWORK OF REFERENCE Common basis for language learning/teaching
across Europe. Comprehensive way for learners to know what
to learn in order to use a language in communication.
Levels of proficiency on a life-long basis. Means for educational administrators
coordination. Transparency of courses and qualifications. Mutual recognition of qualifications.
JSP 2010-2011
PLURILINGUALISM Multilingualism:
• Knowledge of languages.• Co-existence of languages
in society.• Diversifying the languages
on offer.• Encouraging pupils to learn
more languages.• Reducing the dominant
position of English.
Plurilingualism:• Communicative competence to
which all knowledge and experience of language contributes and in which languages interrelate and interact.
• The aim is to develop a linguistic repertory.
• The languages offered in educational institutions should be diversified and students given the opportunity to develop a plurilingual competence.
• Motivation, skill and confidence in facing new language experiences.
JSP 2010-2011
THE COMMON REFERENCE LEVELS BASIC USER (A)
• BREAKTHROUGH (A1): the learner can interact in a simple way, ask and answer simple questions about themselves, …
• WAYSTAGE (A2): the majority of descriptors state social functions, like the use of simple everyday polite forms of greeting and address
INDEPENDENT USER (B)• THRESHOLD (B1): for a visitor to a foreign country. Two features: ability to
maintain interaction and get across what you want to, and ability to cope flexiblywith problems in everyday life.
• VANTAGE (B2): the learner finds he/she has arrived somewhere. The descriptors focus on effective argument, effective social discourse and language awareness, conversational management.
PROFICIENCY USER (C)• EFFECTIVE OPERATIONAL PROFICIENCY (C1): this level is good access toa
broad range of language, which allows fluent, spontaneous communication.• MASTERY (C2): it is not intended to imply native-speaker or near native-
speaker competence. This level focuses on precision, appropriateness and ease with the language.
JSP 2010-2011
THE COMMON REFERENCE LEVELS: GLOBAL SCALE
BASIC
A2
Can understand sentences and frequently used expressions realted to areas of most immediate relevance. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
USER A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows, and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
JSP 2010-2011
THE COMMON REFERENCE LEVELS: GLOBAL SCALE
INDEPENDENT
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, deetailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
USER B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons for opinions and plans.
JSP 2010-2011
THE COMMON REFERENCE LEVELS: GLOBAL SCALE
PROFICIENT
C2
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in coherent presentation. Can express him/herself spontaneously very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
USER C1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
JSP 2010-2011
NOTES ABOUT THE DESCRIPTORS
Descriptors are provided for aspects of linguistic competence, pragmatic competence and sociolinguistic competence.
Descriptors need to remain holistic in order to give an overview.
Descriptors have been developed through an interaction between the theoretical work of the authoring group, the analysis of existing scales of proficiency and the practical workshops with teachers.
Descriptors are brief, clear and transparent, positively formulated in terms of abilities.
JSP 2010-2011
COMMUNICATIVE LANGUAGE ACTIVITIES AND STRATEGIES Communicative tasks need interactive communicative activities and
strategies. Communicative activities (oral and written): reception, interaction,
production and mediation. Many situations involve a mixture of activity types. Interaction: the participants alternate as producers and receivers. Mediation: the user acts as a channel of communication between two
or more persons who cannot communicate directly. Strategies are a means the language user exploits to mobilize and
balance his/her resources, to activate skills and procedures in order to fulfil the demands of communication
Communicative strategies: pre-planning, execution, monitoring and repair action (metacognitive principles).
Progress in language learning is most clearly evidenced in the learner’s ability to engage in observable language activities and to operate communication strategies.
JSP 2010-2011
THE EUROPEAN LANGUAGEPORTFOLIO
Personal document to register one’s experiences of language learning.• Communicative approach
• Reflection and self-assessment
Developed by the Department of Linguistic Policy of the Council of Europe (1998-2000)
JSP 2010-2011
THE EUROPEAN LANGUAGE PORTFOLIO To reflect what the holder can do in each of the
languages he/she knows. To take record of the own language and culture learning
experiences. To write down the advances that each person does in the
learning of languages. To recognize how and when one learns To participate in an active and conscious way in learning To orientate motivation, increase self-confidence and
promote the development of learning strategies.
JSP 2010-2011
COMPONENTS OF THE ELP
THE LANGUAGE PASSPORT• A summary of the competences acquired.
• In terms of capacities
• Record of formal qualifications.
• Linguistic competences and linguistic and intercultural experiences.
• Self-assessment, teacher’s assessment and official examinations commissions assessment.
JSP 2010-2011
COMPONENTS OF THE ELP
THE LINGUISTIC BIOGRAPHY• Enables the holder to:
• Get involved in the planning, reflection and assessment of learning process.
• Encourage the recording of the things he/she can do
• Encourage the gathering of information about linguistic and cultural experiences outside the formal educative context
• Foster multilingualism
JSP 2010-2011
COMPONENTS OF THE ELP
THE DOSSIER• Collection of work accomplished by the user
• It enables to:• Select materials to illustrate and document the
progress
• Gather written works and oral recordings
JSP 2010-2011
FUNCTIONS OF THE ELP
PEDAGOGICAL FUNCTIONS• More transparent process for students.
• Assumption of responsibility
• Student’s autonomy
• Education through life RECORDING FUNCTIONS
• Complete official certificates with additional information
• International standards.
JSP 2010-2011
ADVANTAGES OF THE ELP
FOR THE LEARNER• Positive attitudes and values towards:
• Learning languages through life
•Cultural diversity, intercultural contact
• Integrated view of multilingualism
• Responsibility in the language learning.
JSP 2010-2011
ADVANTAGES OF THE ELP
FOR THE TEACHERS• Integrated view of language learning
and multilingualism
• Communicative approach
• Coordination among language teachers
JSP 2010-2011
PORTFOLIOS IN SPAINChildhood education
3-8 years
Illustrated tale
Initiation to language and culture contact.
Primary education
8-12 years
Continuation and deepening of the reflection already started
Secondary education
12-18 years
Adult education
More standardized European format
JSP 2010-2011
CHARACTERISTICS
Inclusion of all the languages of students Pedagogical function more than
informative function Relation with educative documents, such
as the Educative Project of the School (PEC) or the Particular Design of the Program of Bilingual Education (DPP)
JSP 2010-2011
CONCLUSION
The ELP is a PERSONAL document for RECORDING, ARCHIVING linguistic productions, SELF-ASSESS linguistic skills, NOTE PROGRESS in language learning and REFLECT on personal experiences of contact with other languages and cultures.
There’s an electronic version
JSP 2010-2011
THANK YOU
REMEMBER: NEXT SESSION IS
FEBRUARY, 8TH