CEFR - PDST

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CEFR - PDST
The CEFR
and the MFL classroom
PDST seminar
Maynooth University
7 Nov 2015
Frédé[email protected]
Learning & Teaching
CEFR & the MFL
classroom
CEFR
The bigger picture
Can-do approach
&
language portfolios
Assessment
Origin:
• Council of Europe
• Collaborative process of development since 1970s
• Launched in 2001
Objectives:
•
Descriptive, transparent and coherent system of reference
•
Cooperation in areas of language learning and certification
•
Ultimately, improved communication and cooperation in Europe
CEFR
The
bigger
picture
COMMON EUROPEAN FRAMEWORK OF REFERENCE
Common to all languages, levels, target groups….
European – wider European values
Framework of Reference: Descriptive, not prescriptive
Learning, teaching and assessment
Multiplicity of functions and dimensions
Relevant to learners & spectrum of language professionals
Versatility through practical tools
Work in progress, adaptation to needs & contexts
Language-specific
Generic
A work in progress…
CEFR & CEFR-related resources
Syllabus design
Examinations
Teaching materials
47
Teacher training
Who is the CEFR for?
Learners
Course writers
National Language
Education &
Certification
Authorities
Teachers
Publishers
Language
Certification Bodies
Syllabus designers
Assessors/testers/
exam setters
Employers
CEFR
The
bigger
picture
6 Overarching principles
European identity
Integration/cohesion
Work & travel
opportunities
Before & after school
Proficiency
Language awareness
Pluri-culturalism/
Multiculturalism
Diversity
European
citizenship
& mobility
Life-long
learning
Pluriculturalism
Actionoriented
definition
of language
Learner
autonomy/
language
awareness
Plurilingualism
Communicative
Can-do
Learner
at the centre
Reflective learner
Pluri-lingual/
multilingual
‘partial
competences’
My languages
My level in each language
3 statements max. per partner
Take note of:
the languages + language levels of both partners
Learning & Teaching
CEFR
The bigger picture
Assessment
Learning
&
Teaching
Can-do descriptors/language skills
• I can … ask somebody to do something
• I can … talk about an event, an experience or a dream
• I can … understand the key points of a newspaper article
• I can … describe events in a brief report
• I can… follow detailed directions to a place
Learning
&
Teaching
A CEFR ‘can-do approach’?
Action-oriented
language use
Can dos are related
to the learning
context… reflection
tool (p.21)
Prioritises the needs
of the learners
(p.44)
Communicative definition
of language
Teaching
Assessment
I can…
Tasks
Form and meaning
are to be treated as
interdependent
(p.116)
Skills
Accuracy
in self-assessment is
increased with reference
to clear descriptorsdefined standards
(p.191)
Learning
Can-dos
Competences
Levels
Learning
&
Teaching
TASK
Reply to an e-mail
received from a friend
looking for information for a
weekend in Dublin
Communicative activity:
Writing a letter
CAN DO DESCRIPTORS
I can write an e-mail
I can give information about a place
I can make suggestions about a place
I can ask for clarifications about expectations
I can ask for preferences about a place
I can express preferences about a place
I can express preferences
COMPETENCIES
Functions: providing information, asking for clarification, making
suggestions,..
Vocab (tourism language); Grammatical rules(time, place); Spelling rules
Register: writing to a friend (familiar)
E-mail correspondence conventions
Knowledge about Dublin, knowledge about the friend’s interests
Learning
&
Teaching
CEFR principles, can-dos and learning contents
Reflection on
-
My objectives
My progress in different skills
My next goals
How I learn, my strategies
Similarities and differences between languages I know
How the language works
The pieces of work or files which best showcase my
proficiency
- Similarities and differences with people I have met or
heard about
- -…
Learning
&
Teaching
5 benefits of a ‘can-do’ approach - for students?
5 benefits of a ‘can-do’ approach - for teachers ?
Learning
&
Teaching
CEFR ‘Can-do approach’ benefits – for students
I can. It’s about
what I can do, not
what I can’t do.
I can describe and
reflect on my goals
It is motivating to
see how I progress
and to be able to
measure it
With the can-dos I
can describe my
proficiency
I am learning and I
can follow and
describe my
progression
I can discuss what
works best with me
in language
learning
I can assess and
describe how
confident I am in
doing something
I can distinguish
differences in my
progression in
different skills
Understanding how
I learn best helps
me be a better
language learner
Learning
&
Teaching
CEFR ‘Can-do approach’ benefits - for teachers
Planning/ learning
outcomes
AfL/ Descriptive
Feedback
Facilitates
Differentiation
Planning/
AfL/transparency
of criteria
Benchmark for
selecting authentic
resources
Communicative
activities
Positive Emphasis
Planning/
Assessment tasks
AoL/Testing
Active/Reflective
learning
Motivation
Assessment
CEFR levels of reference
Mastery
Proficiency
Vantage
Threshold
Waystage
Breakthrough
CEFR levels applied across languages
CEFR benchmarked certification systems – comparative table
Proficiency development rate
Levels funnel
CEFR reference levels: global scale
Simplified global scale A1/A2 to C1
Global scale
Example of proficiency levels:
Overall oral production
C2
Can produce clear, smoothly flowing, well-structured speech with an effective logical structure which helps
the recipient to notice and remember significant points
C1
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes,
developing particular points and rounding off with an appropriate conclusion
B2
Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of
significant points, and relevant supporting detail
B2
Can give clear, detailed descriptions and presentations on a whole range of subjects related to his/her field
of interest, expanding and supporting ideas with subsidiary points and relevant examples
B1
Can reasonably fluently sustain a straight forward description of one of a variety of subjects with hi/her field
of interest, presenting it as a linear sequence of points
A2
Can give a simple description or presentation of people, living and working conditions, daily routines,
likes/dislikes etc., … as a short series of simple phrases and sentences linked into a list
A1
Can produce simple mainly isolated phrases about people and places
Example of proficiency levels:
Which is which?
Overall written production
B2
C1
A1
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments from a number of sources
Can write clear, well structured texts on complex subjects, underlining the relevant salient issues, expanding
and supporting points of view at some length with subsidiary points, reasons and relevant examples, and
rounding off with an appropriate conclusion
Can write simple isolated phrases and sentences
B1
Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by
linking a series of shorter discrete elements into a linear sequence
C2
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure
which helps the reader find significant points
A2
Can write a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’, ‘because’
CEFR qualitative scales – example
Qualitative aspects of spoken lang. use
Range
Accuracy
Fluency
Interaction
coherence
My languages
my levels in each language
Learning & Teaching
CEFR
The bigger picture
Assessment
I can…
Learning & Teaching
CEFR & the MFL
classroom
CEFR
The bigger picture
Assessment
Can-do approach
&
language portfolios
CEFR /MFL
classroom
Can-dos
Language
portfolios
CEFR aligned resources
Wouldn’t it be great…!
A practical tool
for a can-do
reflective
approach in
action
A tool for students to
map their progress
A way for students to
showcase their
language proficiency
A tool recognising
my students’
pluri-lingualism
The European language portfolio
in a nutshell
ELP examples
Can-do checklists :
How well can I… ?
(examples)
ELP and beyond:
‘Our language portfolio’
Whole school or team initiatives
What parallels are there
between the CEFR can-do approach to learning
and the Junior Cycle key skills framework?
CEFR and key skills
CEFR
mapping the language learning journey
and
promoting reflection on language learning
among students and teachers

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