Unit 4   cef & elp
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Unit 4 cef & elp

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English training course for teachers who need a Certification to teach through English.

English training course for teachers who need a Certification to teach through English.

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    Unit 4   cef & elp Unit 4 cef & elp Presentation Transcript

    • UNIT 4 THE COMMON EUROPEAN FRAMEWORK OF REFERENCE AND THE EUROPEAN LANGUAGE PORTFOLIO
    • AIMS OF THE SESSION
      • To know the Common European Framework of Reference.
      • To know the European Language Portfolio.
      • To apply the contained in the CEFR in the classroom.
    • QUESTIONS TO BEGIN WITH
      • Nowadays it’s obvious the importance to know different languages. Which do you think are the most important ones. Why?
      • Do you think that it’s possible to learn L1, L2 and LE in the stages of Childhood Education and Primary Education?
      • Do you think that in Secondary classrooms there is time to oral activities? And if so, do we evaluate them?
    • THE COMMON EUROPEAN FRAMEWORK OF REFERENCE
      • Common basis for language learning/teaching across Europe.
      • Comprehensive way for learners to know what to learn in order to use a language in communication.
      • Levels of proficiency on a life-long basis.
      • Means for educational administrators coordination.
      • Transparency of courses and qualifications.
      • Mutual recognition of qualifications.
    • PLURILINGUALISM
      • Multilingualism:
        • Knowledge of languages.
        • Co-existence of languages in society.
        • Diversifying the languages on offer.
        • Encouraging pupils to learn more languages.
        • Reducing the dominant position of English.
      • Plurilingualism:
        • Communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact.
        • The aim is to develop a linguistic repertory.
        • The languages offered in educational institutions should be diversified and students given the opportunity to develop a plurilingual competence.
        • Motivation, skill and confidence in facing new language experiences.
    • THE COMMON REFERENCE LEVELS
      • BASIC USER (A)
        • BREAKTHROUGH (A1): the learner can interact in a simple way, ask and answer simple questions about themselves, …
        • WAYSTAGE (A2): the majority of descriptors state social functions, like the use of simple everyday polite forms of greeting and address
      • INDEPENDENT USER (B)
        • THRESHOLD (B1): for a visitor to a foreign country. Two features: ability to maintain interaction and get across what you want to, and ability to cope flexiblywith problems in everyday life.
        • VANTAGE (B2): the learner finds he/she has arrived somewhere. The descriptors focus on effective argument, effective social discourse and language awareness, conversational management.
      • PROFICIENCY USER (C)
        • EFFECTIVE OPERATIONAL PROFICIENCY (C1): this level is good access toa broad range of language, which allows fluent, spontaneous communication.
        • MASTERY (C2): it is not intended to imply native-speaker or near native-speaker competence. This level focuses on precision, appropriateness and ease with the language.
    • THE COMMON REFERENCE LEVELS: GLOBAL SCALE Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows, and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A1 USER Can understand sentences and frequently used expressions realted to areas of most immediate relevance. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. A2 BASIC
    • THE COMMON REFERENCE LEVELS: GLOBAL SCALE Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons for opinions and plans. B1 USER Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, deetailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. B2 INDEPENDENT
    • THE COMMON REFERENCE LEVELS: GLOBAL SCALE Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. C1 USER Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in coherent presentation. Can express him/herself spontaneously very fluently and precisely, differentiating finer shades of meaning even in more complex situations. C2 PROFICIENT
    • NOTES ABOUT THE DESCRIPTORS
      • Descriptors are provided for aspects of linguistic competence, pragmatic competence and sociolinguistic competence.
      • Descriptors need to remain holistic in order to give an overview.
      • Descriptors have been developed through an interaction between the theoretical work of the authoring group, the analysis of existing scales of proficiency and the practical workshops with teachers.
      • Descriptors are brief, clear and transparent, positively formulated in terms of abilities.
    • COMMUNICATIVE LANGUAGE ACTIVITIES AND STRATEGIES
      • Communicative tasks need interactive communicative activities and strategies.
      • Communicative activities (oral and written): reception, interaction, production and mediation.
      • Many situations involve a mixture of activity types.
      • Interaction: the participants alternate as producers and receivers.
      • Mediation: the user acts as a channel of communication between two or more persons who cannot communicate directly.
      • Strategies are a means the language user exploits to mobilize and balance his/her resources, to activate skills and procedures in order to fulfil the demands of communication
      • Communicative strategies: pre-planning, execution, monitoring and repair action (metacognitive principles).
      • Progress in language learning is most clearly evidenced in the learner’s ability to engage in observable language activities and to operate communication strategies.
    • THE EUROPEAN LANGUAGE PORTFOLIO
      • Personal document to register one’s experiences of language learning.
        • Communicative approach
        • Reflection and self-assessment
      • Developed by the Department of Linguistic Policy of the Council of Europe (1998-2000)
    • THE EUROPEAN LANGUAGE PORTFOLIO
      • 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.
      • To write down the advances that each person does in the learning of languages.
      • To recognize how and when one learns
      • To participate in an active and conscious way in learning
      • To orientate motivation, increase self-confidence and promote the development of learning strategies.
    • COMPONENTS OF THE ELP
      • THE LANGUAGE PASSPORT
        • A summary of the competences acquired.
        • In terms of capacities
        • Record of formal qualifications.
        • Linguistic competences and linguistic and intercultural experiences.
        • Self-assessment, teacher’s assessment and official examinations commissions assessment.
    • COMPONENTS OF THE ELP
      • THE LINGUISTIC BIOGRAPHY
        • Enables the holder to:
          • Get involved in the planning, reflection and assessment of learning process.
          • Encourage the recording of the things he/she can do
          • Encourage the gathering of information about linguistic and cultural experiences outside the formal educative context
          • Foster multilingualism
    • COMPONENTS OF THE ELP
      • THE DOSSIER
        • Collection of work accomplished by the user
        • It enables to:
          • Select materials to illustrate and document the progress
          • Gather written works and oral recordings
    • FUNCTIONS OF THE ELP
      • PEDAGOGICAL FUNCTIONS
        • More transparent process for students.
        • Assumption of responsibility
        • Student’s autonomy
        • Education through life
      • RECORDING FUNCTIONS
        • Complete official certificates with additional information
        • International standards.
    • ADVANTAGES OF THE ELP
      • FOR THE LEARNER
        • Positive attitudes and values towards:
          • Learning languages through life
          • Cultural diversity, intercultural contact
        • Integrated view of multilingualism
        • Responsibility in the language learning.
    • ADVANTAGES OF THE ELP
      • FOR THE TEACHERS
        • Integrated view of language learning and multilingualism
        • Communicative approach
        • Coordination among language teachers
    • PORTFOLIOS IN SPAIN More standardized European format Adult education 12-18 years Secondary education 8-12 years Continuation and deepening of the reflection already started Primary education 3-8 years Illustrated tale Initiation to language and culture contact. Childhood education
    • CHARACTERISTICS
      • Inclusion of all the languages of students
      • Pedagogical function more than informative function
      • Relation with educative documents, such as the Educative Project of the School (PEC) or the Particular Design of the Program of Bilingual Education (DPP)
    • CONCLUSION
      • The ELP is a PERSONAL document for RECORDING, ARCHIVING linguistic productions, SELF-ASSESS linguistic skills, NOTE PROGRESS in language learning and REFLECT on personal experiences of contact with other languages and cultures.
      • There’s an electronic version
    • THANK YOU REMEMBER: NEXT SESSION IS FEBRUARY, 8TH