与世界接轨 :   Teaching Chinese to World Standards Yong Ho Chinese Language Program United Nations
Topics to be discussed <ul><li>What are the world standards? </li></ul><ul><li>What have the major languages done to align...
<ul><li>1. What are the world standards? </li></ul><ul><li>Common European Framework of Reference  for Languages: Learning...
CEFR: Objectives <ul><li>Promote and facilitate  cooperation  among educational institutions in different countries </li><...
CEFR: Objectives <ul><li>Provides a common basis for the elaboration of  language syllabi, curriculum guidelines, examinat...
CEFR Levels of Proficiency A: Basic Speaker B: Independent Speaker C: Proficient Speaker A1: Breakthrough  入门级 B1: Thresho...
 
 
From CEFR <ul><li>The provision of a common set of proficiency statements will facilitate  comparisons  of objectives, lev...
<ul><li>2. What have the major languages done to align with CEFR and who are the major players? </li></ul>
Major foreign languages taught in the U.S. Language Course Enrollments in US Institutions of Higher Education
Major players  <ul><li>English:  University of Cambridge  (UK) -non-governmental British Council  ( UK) –governmental ETS ...
Benchmarking with CEFR C1 C2 DALF 一级   A1 A1     A1 二级   A2  A2  3.0   A2 三级   B1 B1 4.0-5.0 57-86 B1 四级 TDN3 B2 B2 5.5-6....
 
New HSK
 
French Curriculum Guides
 
 
Adapting CERF at the U.N. <ul><li>Language programs at the U.N. </li></ul><ul><li>Arabic </li></ul><ul><li>Chinese </li></...
Adapting CEFR at the U.N. C2 C1 Russian Arabic 1,2,3,4 5,6,7 8,9 Chinese 1,2 3,4,5 6,7 8,9 French 1 1 A1 2,3 2,3,4 A2 4,5,...
Learning programs and certification can be <ul><li>global , bringing a learner forward in all dimensions of language profi...
Adapting CEFR at the UN EXAMPLE 1: Peacekeeping Volunteer
EXAMPLE 1: IT and Programming Staff
Adapting CEFR at the U.N. C2 C1 Listening Speaking Writing A1 A2 B1 B2 Reading CEFR
 
A suggested approach in the direction <ul><li>Study CEFR </li></ul><ul><li>Make reference to  DIALANG  and  ALTE </li></ul...
 
Thanks
DIALANG self-assessment statements
<ul><li>Back </li></ul>
ALTE skill level summaries <ul><li>Back </li></ul>
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Q9 Teaching and Learning Chinese to International Standards (Ho)

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Teaching and Learning Chinese to International Standards (Q9)
Speakers: Michele Anciaux Aoki, Yong Ho

Published in: Education
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  • Task-based comes here.
  • Picture not clear . At this time, I’d like to draw your attention to … developed by Hanban. A brief description. It laid a good foundation Chinese Language Proficiency Scales for Speakers of Other Languages
  • CEFR provides a detailed description of each of the levels and the descriptions take the form of can-do statements, meaning what the students can do at a certain level.
  • Q9 Teaching and Learning Chinese to International Standards (Ho)

    1. 1. 与世界接轨 : Teaching Chinese to World Standards Yong Ho Chinese Language Program United Nations
    2. 2. Topics to be discussed <ul><li>What are the world standards? </li></ul><ul><li>What have the major languages done to align with the world standards? </li></ul><ul><li>Adapting the standards at the U.N. </li></ul>
    3. 3. <ul><li>1. What are the world standards? </li></ul><ul><li>Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) </li></ul>
    4. 4. CEFR: Objectives <ul><li>Promote and facilitate cooperation among educational institutions in different countries </li></ul><ul><li>Provide a sound basis for the mutual recognition of language qualifications </li></ul><ul><li>Assist learners , teachers , course designers , examining bodies and educational administrators to situate and coordinate their efforts </li></ul>
    5. 5. CEFR: Objectives <ul><li>Provides a common basis for the elaboration of language syllabi, curriculum guidelines, examinations, textbooks , etc. across Europe. </li></ul><ul><li>Specifies a full range of language knowledge, skills and use. </li></ul><ul><li>Describes a cultural context in which language is set. </li></ul><ul><li>Defines levels of proficiency . </li></ul>
    6. 6. CEFR Levels of Proficiency A: Basic Speaker B: Independent Speaker C: Proficient Speaker A1: Breakthrough 入门级 B1: Threshold 进阶级 C1: Effective Operational Proficiency 流利级 A2: Waystage 基础级 B2: Vantage 高阶级 C2: Mastery 精通级
    7. 9. From CEFR <ul><li>The provision of a common set of proficiency statements will facilitate comparisons of objectives, levels, materials, tests and achievement in different systems and situations </li></ul>
    8. 10. <ul><li>2. What have the major languages done to align with CEFR and who are the major players? </li></ul>
    9. 11. Major foreign languages taught in the U.S. Language Course Enrollments in US Institutions of Higher Education
    10. 12. Major players <ul><li>English: University of Cambridge (UK) -non-governmental British Council ( UK) –governmental ETS (US) -non-governmental </li></ul><ul><li>French: CIEP -governmental </li></ul><ul><li>Spanish: Instituto Cervantes -governmental </li></ul><ul><li>German: Goethe-Institut -governmental </li></ul><ul><li>Chinese: Hanban/Confucius Institute -governmental </li></ul>
    11. 13. Benchmarking with CEFR C1 C2 DALF 一级   A1 A1     A1 二级   A2  A2  3.0   A2 三级   B1 B1 4.0-5.0 57-86 B1 四级 TDN3 B2 B2 5.5-6.0 87-109 B2 五级 TDN5   C1 6.5-7.0 110-120 C1 六级   C2 7.5-8.0   C2         9.0     New HSK TestDaf DELF DELE IELTS TOEFL   Chinese German French Spanish English CEFR
    12. 15. New HSK
    13. 17. French Curriculum Guides
    14. 20. Adapting CERF at the U.N. <ul><li>Language programs at the U.N. </li></ul><ul><li>Arabic </li></ul><ul><li>Chinese </li></ul><ul><li>English </li></ul><ul><li>French </li></ul><ul><li>Spanish </li></ul><ul><li>Russian </li></ul>
    15. 21. Adapting CEFR at the U.N. C2 C1 Russian Arabic 1,2,3,4 5,6,7 8,9 Chinese 1,2 3,4,5 6,7 8,9 French 1 1 A1 2,3 2,3,4 A2 4,5,6 5,6 B1 7,8,9 7,8,9 B2 Spanish English CEFR
    16. 22. Learning programs and certification can be <ul><li>global , bringing a learner forward in all dimensions of language proficiency and communicative competence; </li></ul><ul><li>modular , improving the learner’s proficiency in a restricted area for a particular purpose; </li></ul><ul><li>weighted , emphasizing learning in certain directions and producing a ‘profile’ in which a higher level is attained in some areas of knowledge and skill than others; </li></ul><ul><li>partial , taking responsibility only for certain activities and skills (e.g. reception) and leaving others aside. </li></ul>
    17. 23. Adapting CEFR at the UN EXAMPLE 1: Peacekeeping Volunteer
    18. 24. EXAMPLE 1: IT and Programming Staff
    19. 25. Adapting CEFR at the U.N. C2 C1 Listening Speaking Writing A1 A2 B1 B2 Reading CEFR
    20. 27. A suggested approach in the direction <ul><li>Study CEFR </li></ul><ul><li>Make reference to DIALANG and ALTE </li></ul><ul><li>Adapt CEFR to an individual program </li></ul><ul><li>Develop language items (vocabulary, grammar and functional/notional repertories) according to the scheme </li></ul><ul><li>Develop curriculum and textbooks according to the scheme </li></ul><ul><li>Good reference: Chinese Proficiency Scales </li></ul>
    21. 29. Thanks
    22. 30. DIALANG self-assessment statements
    23. 31. <ul><li>Back </li></ul>
    24. 32. ALTE skill level summaries <ul><li>Back </li></ul>
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