unit 4 the common european framework of reference and the european language portfolio

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UNIT 4 THE COMMON EUROPEAN FRAMEWORK OF REFERENCE AND THE EUROPEAN LANGUAGE PORTFOLIO

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UNIT 4THE COMMON EUROPEAN

FRAMEWORK OF REFERENCE ANDTHE EUROPEAN LANGUAGE

PORTFOLIO

4.1 RECOMMENDATIONS, CONTRIBUTIONS ANDORIENTATIONS OF THE COUNCIL OF EUROPE TO THETEACHING AND LEARNING OF LANGUAGES

The European Council is an international organization created in 1949,with its headquarters in Strasbourg (FRANCE).

Any European state can be a member that accepts the principles fundamental human rights of the law and that guarantees the and the freedom of its citizens.

4.1 RECOMMENDATIONS, CONTRIBUTIONS ANDORIENTATIONS OF THE COUNCIL OF EUROPE TO THETEACHING AND LEARNING OF LANGUAGES

The Council of Europe has nothing to do with the European Union. They are two different international organizations even though many of their members are the same and that both organizations have permanent agreements.

The purpose of the Council of Europe is to defend the human rights and the parliamentary democracies, as well as to foster the European identity among all citizens in Europe.

4.1 RECOMMENDATIONS, CONTRIBUTIONS ANDORIENTATIONS OF THE COUNCIL OF EUROPE TO THETEACHING AND LEARNING OF LANGUAGES

The Council of Europe has considered:

- To foster and to facilitate the cooperation among institutions of different countries.- To consolidate the reciprocal recognition of the language qualifications.- To help students, teachers, course designers, administrators, etc.- Contribute to multilingualism in a multicultural environment.- To protect and develop diversity.- To foster the mutual understanding and tolerance and respect the identities and cultural diversity by means of a more effective international communication.- To facilitate communication and mobility of European citizens.

4.1 RECOMMENDATIONS, CONTRIBUTIONS ANDORIENTATIONS OF THE COUNCIL OF EUROPE TO THETEACHING AND LEARNING OF LANGUAGES

FOR ALL THIS OBJECTIVES THEY HAVE CREATE The Common European Framework of Reference (CEFR)

The Common European Framework:- Provides a common basis for the elaboration of language syllabuses across Europe.- Describes in a comprehensive way (COMMUNICATION+CULTURE) what language learners have to learn.- Defines levels of proficiency. - Facilitate the mutual recognition of qualifications.- It provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc coordinating their efforts and to ensuring that they meet for whom they are responsible.- PROMOTES international co-operation in the field of modern languages.- I TRY TO overcome the barriers to communication among professionals working in the field of modern languages.

4.1.3 What is ‘plurilingualism’?

Multilingualism:knowledge of a

number of languages, or the co-existence of

different languages in a given society.

PLURILINGUALISM: BE PART FROM MORE THAN ONE LANGUAGE.

PLURILINGUAL APPROACH

Plurilingual approach(experience of language in its cultural

contexts expands)

Builds up a communicative competence to which all knowledge and experience of

language contributes and in which languages interrelate and interact.(CUPS

FROM CUMMINS)

4.1.3 What is ‘plurilingualism’? Aim: develop a linguistic repertory, in which all

linguistic abilities have a place. It is recognised that language learning is a lifelong task.

WE HAVE TO:- Offer diversified languages in educational institutions.- Give the opportunity TO students to develop a plurilingual competence.- Development of a young person’s motivation,skill and confidence.

4.1.3 What is ‘plurilingualism’? The Council of Europe’s language

programme have designed A tool for use by all members of the language teaching profession in the promotion of plurilingualism.

The European Language Portfolio(ELP)

4.1.3 What is ‘plurilingualism’?

The European Language Portfolio (ELP) Provides a format in which language learning

and intercultural experiences of the most diverse kinds can be recorded and formally recognised.

- Provides a scaling of overall language proficiency in a given language,

- Specify objectives and describe achievements in accordance with the varying needs, characteristics and resources of learners.

4.2 THE COMMON REFERENCE LEVELS THERE IS A wide consensus on the number and

nature of levels of language learning and the public recognition of achievement.

Six broad levels:• Breakthrough, A1.• Waystage, A2.• Threshold, B1.• Vantage, B2.• Effective Operational Proficiency, C1.• Mastery, include the more developed intercultural

competence, C2.

4.2.1 Flexibility in a branching approach Level A1 (Breakthrough) is the lowest

‘level’ of generative language proficiency which can be identified.

Before this stage is reached, however, there may be a range of specific tasks which learners can perform effectively using a very restricted range of language and which are relevant to the needs of the learners concerned.

4.2.1 Flexibility in a branching approach The following descriptors relate to simple, general

tasks, which were scaled below Level A1, but can constitute useful objectives for beginners:- make simple purchases where pointing or other gesture can support the verbal reference.- can ask and tell day, time of day and date.- can use some basic greetings;- can say yes, no, excuse me, please, thank you, sorry;- can fill in uncomplicated forms with personal details, name, address, nationality, marital status;- can write a short, simple postcard.

4.2.1 Flexibility in a branching approach The Swissempirical results suggest a scale of 9

more or less equally sized. This scale has steps between A2 (Waystage) and B1 (Threshold), /A2+/, between B1 (Threshold) and B2 (Vantage), /B1+/ ,and between B2 (Vantage) and C1 (Effective Operational Proficiency) /B2+/.

The possible existence of such narrower levels may be of interest in learning contexts, but can still be related to the broader levels conventional in examining contexts.

4.2.1 Flexibility in a branching approach Establishing cut-off points between levels

is always a subjective procedure The advantage of a branching approach is

that a common set of levels and/or descriptors can be ‘cut’ into practical local levels at different points by different users to suit local needs and yet still relate back to a common system.

4.2.2 Communicative language competences Scaled descriptors are provided for aspects of

linguistic competence and pragmatic competence, and for sociolinguistic competence.

Certain aspects of competence do not seem to be amenable to definition at all levels.

Descriptors need to remain holistic in order to give an overview; detailed lists of microfunctions, grammatical forms and vocabulary are presented in language specifications for particular languages.

4.2.2 Communicative language competences DESCRIPTOR’S CHARACTERISTICS:

- Their formulation TRIES TO BE ACTIVE AND PROMOTE EXPERIENCES.- Have been developed through an interaction between (a) the theoretical work of the authoring group, (b) the analysis of existing scales of proficiency and (c) the practical workshops with teachers.- Have been matched to the set of Common Reference Levels.- Each DESCRIPTOR is brief, is clear and transparent, is positively formulated,describes something definite and has independent FROM OTHER DESCRIPTORS.

4.2.2 Communicative language competences

DESCRIPTOR’S CHARACTERISTICS:- Have been found transparent, useful and relevant.- THEY are relevant to the description of actual learner achievement, AND CAN represent realistic objectives.- Have been (with noted exceptions) ‘objectively calibrated’ to a common scale.(They have been interpreted to assess the achievement of learners).- Provide a bank of criterion statements about the continuum of foreign language proficiency which can be exploited flexibly for the development of criterion-referenced assessment.

4.2.3 Communicative language activities and strategies Most situations involve a mixture of

activity types. To carry out communicative tasks,

users have to engage in communicative language activities and operate communication strategies.

4.2.3 Communicative language activities and strategiesCommunicative activitIES: Reception (LISTENING/READING) Interaction (Conversation/Correspondence) Production(WRITING/SPEAKING) Mediation (he/she is acting as a channel ofcommunication)

4.2.3 Communicative language activities and strategies Strategies are means the language user

exploits to mobilize and balance his or her resources, to activate skills and procedures, in order to fulfil the demands of communication.

The use of communication strategies can be seen as the application of the metacognitive principles: Pre-planning, Execution, Monitoring, and Repair Action.

4.2.3 Communicative language activities and strategiesSOME STRATEGIES:

GESTURES. SOUNDS. PARAPHRASING. POSITIVE TRANSFERENCE. INTERLANGUAGE (SELINKER).

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP)4.3.1 What is the European Language Portfolio? Personal document,promoted by the Council of Europe, WHERE A LEARNER can register his/her experiences of language learning and the experiences with other cultures. IT entails:

A methodology based on the communicative approach.

It fosters reflection and self-assessment.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) IT IS a is a project developed and guided by the

Department of Linguistic Policy of the Council of Europe from 1998 to 2000. This project was proposed in a general way throughout Europe during the European Year of Languages in 2001.

The ELP is closely related to the Common European Framework of Reference for Languages: learning, teaching and assessing (CEFR).

The ELP has been conceived to give support to the four political objectives of the Council of Europe: to maintain linguistic diversity, to promote linguistic and cultural tolerance, to foster multilingualism and to assure the democratic education of citizenship.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) The Portfolio enables:

- 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 and reflect upon them.- To write down the advances and set new goals.- To recognize how and when he/she learns.- To participate in an active and conscious way in learning.- To orientate motivation, increase self-confidence and promote the development of learning strategies.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) 4.3.2 What is the use of the ELP?

- To improve language learning and the self-assessment capacity.- To encourage people to learn languages throughout their lives.- To facilitate mobility in Europe by means of a clear and recognizable description of linguistic competences.- To favour the understanding and tolerance among European citizens by means of the knowledge of other languages and cultures.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) Components of the ELP: The Language Passport: a summary that is defined in

terms of capacities and takes into account the CEFR indications. This passport:- Takes record of formal qualifications.- Describes the linguistic competences and the most significant linguistic and intercultural experiences- Includes information about partial and specific competences.- Enables the self-assessment, the teacher’s assessment and the assessments of official examinations commissions.- Indicates who has assessed, when and the criteria used, etc

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) The competences to

which the Language Passport refers to are:

ComprehensionListening

Reading

Speaking

Oral expression

Interacction

Writing Writing

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) b) The Linguistic Biography: It enables the holder:

- to get involved in the planning, reflection and assessment of his/her learning process and its progress.- to encourage the recording of these things he/she is able to do in each of the languages.- to encourage the gathering of information about the linguistic and cultural experiences obtained.- to foster multilingualism.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) c) The Dossier. It is the collection of work

accomplished by the user. It enables:- to select materials to illustrate and document the progress or experiences recorded in the Biography or the Passport.- to gather written works and oral recordings.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) Functions of the ELP:a) Pedagogical function:

- The ELP attempts to make the language learning process more transparent to students.- It helps to develop the reflection and self-assessment capacity, thus promoting the assumption of responsibility of the own learning.- It fosters the development of students’ autonomy, it promotes education throughout life and clarifies and specifies the learning objectives in communicative terms.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP)b) Informative or recording function: Complete certificates with additional

information about the experiences and linguistic competences demonstrated by the holder.

It facilitates the individual mobility and joins the different qualifications of all states to the internationally accepted norms.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) State Version of ELP:a) To the learner, the ELP enables:

- To acquire and develop positive attitudes and values towards the learning of different languages throughout life.- To favour an integrated view of multilingualism.- To acquire and develop positive attitudes and values towards cultural diversity, intercultural contact and the relationship between language and culture.- To develop the responsibility in the language learning, the linguistic and pedagogical conscience of the person and his/her autonomy in learning situations.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP)b) To the teachers, responsible of teaching

the student to use the ELP, enables:- To favour an integrated view of language

learning and multilingualism.- USE OF pedagogical approach

(communicative, constructivist, cognitive, etc.)

- Increase the coordination.- Foster and carry out experiences of

application of the Portfolio.

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) The application of ELP

to the Spanish state has four Portfolios to the different age groups:

ChildhoodEducation

From 3 to 8 years old.

PrimaryEducation

From 8 to 12 years old.

Secondary Education

From 12 to 18 years old.e-ELP VERSION

AdultEducation

Standardized European formate-ELP VERSION

4.3 THE EUROPEAN LANGUAGE PORTFOLIO (ELP)IT IS characterized by: The inclusion of all the languages of students.

The objective is to foster the learning of European languages and improve the coexistence among different languages and cultures.

They emphasize more the pedagogical function. IT IS an instrument to teach the learner and to increase the didactic training of the teacher.

To relate the Portfolio with existing educative projects, such as the Educative Project of the School or the Particular Design of the Programme of Bilingual Education.

ELP IN VALENCIAN COMMUNIY

COURSE 2011-2012:

13 SCHOOLS INKINDERGARDEN AND PRIMARY EDUCATION.

31 SHOOLS IN SECUNDARY EDUCATION. 8 OFFICIAL SCHOOLS AND ADULT

LEARNING.

MORE INFORMATIONhttp://www.edu.gva.es/ocd/sedev/val/

portfolio.htm