Reference frameworkReference frameworkfor the oral for the oral

communication competenciescommunication competenciesof second language learnersof second language learners

Immersion Education:Pathways to Bilingualism & Beyond

October 16-18, 2008 ; St. Paul, Minnesota

Thierry Karsenti & Simon Collin,

CRIFPE, Université de

Montréalthierry.karsenti@umontreal.ca

simon.collin@umontreal.ca

IntroductionIntroduction

Reference Framework methodological elaboration

Reference Framework content

Reference Framework educational uses

Conclusion

Reference Framework methodological elaboration

A threefold elaboration processA threefold elaboration process

• Consultations and discussion groups with teachers and pedagogical consultants.*

• Review of the literature on oral communication competencies in L2 learning and teaching.

• Review of existing assessment frameworks in L2 learning and teaching.

Adaptation of our framework to other frameworks.

Aspects specific to French immersion.

Oral competency indicators.

A threefold elaboration processA threefold elaboration process

Reference Framework with:

• 6 levels.

• 6 oral components.

Reference Framework characterization

Assessment characterizationAssessment characterization

Norm-referencing Criterion-referencing

Formative assessment Summative assessment

Direct assessment Indirect assessment

Performance assessment Knowledge assessment

Subjective assessment Objective assessment

Assessment by others Self assessement

= Reference Framework for oral competencies

Reference Framework content

The 6 oral componentsThe 6 oral components

VocabularyGrammar and

syntaxPresence of

L1

Pronunciation Rhythm and

intonation

General communicatio

n

skills

The 6 levelsThe 6 levels

From level 0: Complete beginner.

To level 5: Expert.

◦Level 1: Beginner.

◦Level 2: Basic.

◦Level 3: Intermediate.

◦Level 4: Advanced.

Level 0Level 0

◦Cannot communicate in French.

◦Can show some understanding by answering in L1.

Level 1Level 1

◦Can rely on a small amount of vocabulary.

◦Can hardly build small and simple French sentences.

◦Can hardly pronounce, even at a slow pace.

◦Mainly uses L1 to communicate with peers.

Level 2Level 2

◦Can use a simple and limited vocabulary.

◦Can use simple grammatical structures in French in different daily contexts.

◦Makes very frequent grammar, syntax and pronunciation mistakes.

◦Usually resorts to L1.

Level 3Level 3

◦Can use good rhythm and pronunciation.

◦Can make complex sentences in French.

◦Can use a large but sometimes inaccurate vocabulary.

◦Faces oral difficulties when expressing complex ideas or unfamiliar topics.

Level 4Level 4

◦Can rely on a large and usually accurate vocabulary.

◦Can communicate in a variety of contexts.

◦Can express complex ideas through argumentation, explanation, etc.

◦Can use a fluid rhythm and a clear pronunciation.

◦Can self-correct.

Level 5Level 5

◦Can use a wide vocabulary.

◦Can communicate spontaneously or express complex ideas without L1, in almost any context.

◦Scarcely makes grammar and pronunciation mistakes.

Reference Framework Reference Framework pedagogical pedagogical usesuses

4 4 4 4 3 34 4 4 4 3 332 20 12 8 3 3 = 78

= 22

An example An example

4 4 4 4 3 34 4 4 4 3 3

Pedagogical usesPedagogical uses

Assessment by others (teachers):

To assess one’s oral competencies, possibly at the initial stage.

To assess one’s oral competencies in comparaison with other learners.

To assess one’s oral competencies in comparison with previous results (to evaluate progress).

Self-assessment:

To assess one’s oral competencies.

To assess one’s oral competencies in comparison with previous results (to evaluate progress).

Visually comparing one’s Visually comparing one’s different resultsdifferent results

4 4 4 4 3 34 4 4 4 3 3

= 2232 20 12 8 3 3 = 78

Reference Framework video clips

Website video clipsWebsite video clips

The video clips show real classroom interactions between learners or with teachers.

Each level is illustrated by video clips of French immersion learners (different ages).

Website video clipsWebsite video clips

http://

acpi-cait.ca/referentiel/videos.php

Video clip pedagogical usesVideo clip pedagogical uses

To help teachers in understanding and assigning the relevant levels to learners.

To position one’s oral competency level through viewing video clips of peers.

To get an idea of the next levels one could reach.

For further informationFor further information

http://acpi.ca/:

◦To download the Reference Framework.

◦Free access to video clip.

◦More information.

ConclusionConclusion

Pedagogical characteristics of the Reference Framework:

◦Grounded in French immersion teachers’ and learners’ reality.

◦Easy to use for teachers, learners, possibly parents.

◦Innovative.

Thank you for your attention

Reference frameworkReference frameworkfor the oral for the oral

communication competenciescommunication competenciesof second language learnersof second language learners

Immersion Education:Pathways to Bilingualism & Beyond

October 16-18, 2008 ; St. Paul, Minnesota

Thierry Karsenti & Simon Collin,

CRIFPE, Université de

Montréalthierry.karsenti@umontreal.ca

simon.collin@umontreal.ca