English language competences

English Language Competences:planning …(through Modernized Curriculum analysis perspectives)
presenter: Olga Morozan,
senior lecture, IŞE, Master Degree in Psychology,
English teacher, “MihaiEminescu” Lyceum, Chişinău

Presentation’s objectives:
Modernized Curriculum: premises and changes,
Common European Framework Reference ,
European Language Portofolio,
Modern Curriculum versus Lesson planning.

Premises of Curriculum changes:
New societies needs….
=>Promote the modernization of
educational process,
soof the educational system.

anew Curriculumto reflect the “planning-teaching-learning-evaluation” relationship.
Stages of Curriculum transformation
from 2001 to 2010 period:
Content-centered=> Objective-centered => Competence-centered !!!

Definitions:
Content: that which is contained; subject matter; substance; the amount of material contained(en.wiktionary.org/wiki/content)
Objective: the clearly defined, decisive, and attainable goals towards which every operation/act should be directed.
Competence: a state or quality of being adequately or well qualified; ability.

Basic inspired documents/acts:
2001-Common European Framework Reference (CEFR) for Language Competences;
2000- The European Language Portofolio: a Guide for Teachers and Teacher Trainers.

Common European Framework Reference (CEFR)
The origin of CEF? The Council of Europe (an organization to include ~~50 countries) began to develop CEFR in 1991, promoting the goal of developing European Identity while recognizing the importance of different cultures (language!!!).
What is CEF?
A carefully developed descriptive framework with the aims to:
To encourage the development oflanguage skills, so that people could be working more effectively,
to examine and define what we can do with a language,
to help us compare the language level of individuals from different countries in an accurate and impartial way,
To encourage learner ’s autonomyand lifelong learning.

CEFR structure:
It consists of 2 parts:
The Descriptive Scheme – a tool for reflecting on what is involved not only in language use, but also in learning and teaching (descriptive skills, competences, strategies, activities, domains and conditions, and constraints that determine language use);
The Common Reference Level System - scales of illustrative descriptors that provide global and detailed specifications of language proficiency levels for different parameters of the scheme.
(Can do)!!!

The descriptive scheme:Language Competences
The Descriptive Scheme focuses on the actions performed by persons who as individuals and as social agents develop a range of general and communicative language competences.
General competences of a language user/learnern comprise 4 sub-competences:
+ ability to learn (know how
to learn): the ability to engage
in new experiences, and to
intergrate new knowledge
into existing knowledge.

Communicative competences
Involve knowledge, skills and attitudes for each of the following 5 components:
1. Linguistic competence:
deals with formal characteristics of
a language, such as phonology,
morphology, lexicon and syntax
(the structure of a language);
2.Discoursive competences:
capacity to build and organize
an oral discourse;

Communicative competences (2)
3. Sociocultural competences:
conserns the sociocultural conditions
of language use such as e.g.
politeness rules or social group
repertoires;
4. Pragmatic competences:
covers the functional use of language, for example the use in specific scenarios of how to
act in a given social event or how
to participate in a job interview.

Communicative competences (3)
5. Intercultural competences:
covers the knowledge of cultural values
of the language speaking countries. ___________________________________________________
!!!General Conclusion
on Communicative
competences =>

Language activities
On the basis of general and communicative language competences the language user/learner applies skills and strategies that are suitable to perform tasks in the following oral/written language activities:
-Reception; -Production;
-Interaction; - Mediation (i.e. sumarizing,
paraphrasing,
interpreting
or translating).

Linguistic Domains
The contextualization of these language activities in specific domains implies activating language processes of producing and receiving spoken/written discourses/texts.
The language activities happen within 5 domains of languageuse such as:
a. Communication;
b. Culture;
c. Community;
d. Comparison;
e. Connexion.

Definitions of domains:
!!!Match the right definition to the following domains: “communication, culture, community, comparison, connexion”:
develops a proper and adequate response to a social request;
(communication)
b. develops interdisciplinary competences: knowledge on linguistic and cultural interferences;
(connexion)
c.developsmethodic competences; self-formation, self-guiding, and self-evaluating skills;
(comparison)
d.regardsintercultural aspects (knowledge about other countries and their personalities);
(culture)
e. develops civic competence: attitudes and values formation.
(community)

1. Listening
2. Reading UNDERSTANDING
3. Spoken interaction SPEAKING
4. Spoken Production
5. Written Interaction WRITING
6. Written Production

Common Reference Levels of Language Proficiency
What are the CEF levels? There are 3 broad divisions divided into 6 global levels (A1, A2, B1, B2, C1, C2)

Common Reference Levels of Language Proficiency (2)

The European Language Portofolio
Each Language Portfolio is made up of three parts:THE LANGUAGE PASSPORT, BIOGRAPHY and DOSSIER.
The Language ‘Passport’–In this part of the portfolio learners :
reflect on their language learning experiences,
define their language learning needs,
and plan a learning route.
They can also summarize their intercultural experiences and their exposure to the language in a variety of contexts.

Samples…

2. The Language Biography
This is a more detailed look at the learner’s personal language learning experiences. Learners are encouraged to look at their own individual learning style and reflect on personal language learning objectives, usually by listing them.
Learners use self-assessment grids (often called My Learning Progress) and score charts to check their progress throughout the Course.

Samples…

3. The Language Dossier
This is a collection of learners’ work from throughout the course.
Each student is responsible for compiling the dossier and, with the teacher’s guidance, selecting examples of work that best represents his or her personal achievements.
The dossier can include work taken from course book activities, the workbook, or extra resource sheets.
It can include individual or group work and can be compiled in written, audio, or video form.
Useful link:
www.coe.int/T/DG4/Portfolio/documents/
Guide-for-Users-April02.doc

Samples…

Modernized Curriculum…

The scheme of lesson plan procedure…
1.Why to do this? (Competence identification)
2.What to do? (Content selection)
3. With what to do?(Resource analysis)
4. How to do? (Learning activities setting)
5. How much is to be done? (Evaluating
instruments setting)

Long-term-planning scheme

Unit Planning Unit Topic: total nr of h….

Don’t be afraid to have an open-minded look to so many unknown and unfamiliar things around us… we have just to try to discover them unconditionally!Success!

English language competences

by ETRC on Nov 09, 2010

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English language competences — Presentation Transcript

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