Approaches to standardsalex
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Approaches to standardsalex

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Topic to get TKT certification very god, you can find a lot of interesting topics

Topic to get TKT certification very god, you can find a lot of interesting topics

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  • Ruler-12 inches (30 cm) door- 30” to 32” sink- 33” Chevrolet Matiz 1.496 m, Chrysler Stratus 1.793, Volkswagen Beetle 1.721 Ford Lobo 2.004
  • No standards in regards to transportation size and spelling!!!
  • This slide aims to make teachers reflect on the need for:
    Question 1 - Standards (CEF)
    Question 2 – Assessment based on standards (ESOL)
    Question 3 – CUP material
  • If people professionally involved in language teaching agree on objectives, they can work coherently, even if quite separately, to help learners achieve them.
  • These are the components of communicative language competence. After showing the three components elicit from audience what abilities they involve and then show the rest. Pages 108 -130 CEF (CUP) Book for more details.
  • Participants do the task on the handout, either in pairs or small groups.
  • You can highlight to students that after completing the task they must have noticed that there are many things besides knowing words and grammar that need to be taught to make competent language users.
  • These are the competences in task 1.
  • There are descriptors on the global scale provided for understanding, spoken interaction and production and written production. A distinction is then made between spoken and written production and spoken and written interaction.
  • Divide participants in pairs (speaker A and speaker B). Speaker A looks at the screen and speaker B at the opposite side. Speaker A describes the picture. Then they change positions and speaker B describes the other picture. After the task comment the descriptions with another pair.
  • Look how this material guides students to a better performance of the task through possible questions and answers to think about.
  • These are the instructions for the same task.
  • The need and the desire to communicate arise in a particular situation and the form as well as the content of the communication is a response to that situation. The CEF refers to 4 domains of language use.These 4 domains in the slide are referred to within the descriptors when they are relevant e.g. in oral interaction so that different types of interaction can be identified.
  • Example of KET Reading and Writing Paper (part 1)
  • Started to widespread in th 90’s in higer language education.Describe students’ progress in terms of competencies rater than just content, skills or knowledge.
  • This task is done entirely on screen
  • Also, evidence of proficiency e.g. Certificates
  • Feedback: most quotes here come from Latin American candidates
  • Free diagnostic assessment available in 14 languages.
    www.dialang.org
  • Answers to previous task (Scan CESOL exams chart)
  • Scan CESOL exams chart
  • The arrows show pathways to the exams. Flyers is the same level as KET. Choice of exam between Flyers and KET depends on the age of students when they get to A2 level
  • Explain that these are the exams offered by Cambridge ESOL and that you will come back to them later. First, you are going to explain the principles behind good practice in testing and show how Cambridge ESOL does this.

Transcript

  • 1. Approaches to Standards
  • 2. Warm-up task What is the standard … – – – – size of a school ruler? width of a room door? height of a bathroom sink? width of a car (compact, luxury, SUV)?
  • 3. What is a standard? • A rule or requirement that is determined by a consensus opinion of users and that prescribes the accepted and (theoretically) the best criteria for a product, process, test, or procedure. 
  • 4. Why are standards important? • The general benefits of a standard are safety, quality, interchangeability of parts or systems, and consistency across international borders.
  • 5. • What level of English are you currently teaching? • How do you assess if your students are achieving that level? • Are you sure you are using the adequate material to help them get to that level?
  • 6. Why is there a need for language use and learning standards?
  • 7. The need for language use and learning standards • Globalization • Linguistic diversity • Increasing importance of langue skills e.g. use of L1 + 2 or 3 other languages • Mobility and acquisition of additional linguistic competences is important for: work, study and leisure (social reasons, tourism, etc.)
  • 8. THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) By
  • 9. Background -The Council of Europe • Founded in 1949 • 45 member states • Promotes languages for: • mutual understanding • personal mobility • access to information
  • 10. Common European Framework of Reference for Languages Detailed model for describing and scaling language use and the different kinds of knowledge and skills required.
  • 11. What is it? • A document which describes in a comprehensive manner: – the competences necessary for communication, – the related knowledge and skills and – the situations and domains of communication. It defines levels of attainment in different aspects of its descriptive scheme with illustrative descriptors scale.
  • 12. How was it developed? • Through a process of scientific research (10 years) by leading applied linguists and pedagogical specialists • Ongoing work on communicative objectives • Wide consultation
  • 13. Who is it addressed to? • • • • Course designers Textbook and materials writers Testers Teachers and teacher trainers (all who are directly involved in language teaching and testing)
  • 14. What does it provide? • A practical tool for setting clear standards to be attained at successive stages of learning • A tool for evaluating outcomes in an internationally comparable manner. • A basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility.
  • 15. Six Levels of Proficiency
  • 16. Principles on Language Learning & Teaching derived from CEFR  Base language teaching/learning on learners’ needs, motivations, characteristics, resources  Define worthwhile/realistic/explicit objectives  Develop appropriate methods & materials  Develop suitable means of evaluating learning programs
  • 17. Important Considerations for Language Learning •It is part of a social, political, economic, educational, cultural context •It is a lifelong endeavour, not just a school subject
  • 18. How do we standardize language knowledge? • Look at competences • Assess those competences
  • 19. What are competences??? • According to the Council of Europe: Competences are the sum of knowledge, skills and characteristics that allow a person to perform actions In other words: “the stress is on what learners can do with language rather than on what they know about it”
  • 20. Communicative Language Competence: • Linguistic: – Lexical, phonological, syntactical knowledge and skills • Socio-linguistic: – Sociocultural conditions of language use • Pragmatic: – Functional use of linguistic resources
  • 21. Components of Linguistic Competence  Phonological competence  Orthographic competence  Lexical competence  Orthoepic competence  Grammatical competence  Semantic competence
  • 22. Components of Linguistic Competence 1. D 2. E 3. A 4. F 5. B 6. C
  • 23.  Look at the following exercises from a variety of coursebooks and try to identify what linguistic competence(s) they help to develop.
  • 24. Orthographic Competence Source: English in Mind level 1
  • 25. Orthoepic competence Source: English in Mind level 1
  • 26. Grammatical competence Source: English in Mind level 2
  • 27. Lexical competence Source: Touchstone level 1
  • 28. Semantic competence Source: English in Mind level 2
  • 29. Orthoepic competence Phonological competence Source: English in Mind level 2
  • 30. Grammatical competence Lexical competence Source: face2face level pre-intemediate
  • 31. Phonological competence Source: face2face level pre-intemediate
  • 32. Lexical competence Source: Touchstone level 1
  • 33. Are you familiar with these? • What’s your percentage of English? • Is your English level preintermediate or high basic? • Requirement: 70 % English
  • 34. What is your level of English? I lived 5 years in the UK. So, it must be advanced… Not really, I worked as a living statue twelve hours a day.
  • 35. CEFR Global descriptors • Please match the “global” descriptors with the CEFR level they correspond to. 1. B2 2. C1 3. A2 4. A1 5. C2 6. B1
  • 36. • Do you think these descriptors are helpful for you as an individual? How? • Are they helpful for you as a teacher or as an English Co-ordinator? How? • Do you think they could be of any use for your students? How?
  • 37. Skills described at each Level Listening Reading Spoken Interaction Spoken Production Writing
  • 38. Spoken production task
  • 39. The context of language use - Domains personal public occupational educational
  • 40. Can do statements • Performance-related scales describing what learners can actually DO in the foreign language • There are currently 400 ‘can do’ statements organized into three areas: Social and Tourist, Work, and Study • They can be used as a checklist of what language users can do and thus define the stage they are at
  • 41. • Look at the following exercises on screen and try to identify on your handout the multiple choice option that contains the “can do” statement to which each one relates. Task 3 on handout
  • 42. 1. A language user at A1 and A2 can: Source: face2face elementary
  • 43. 2. A language user at A1 and A2 Brochures, leaflets, guides. can understand and find simple information in: Source: face2face WB elementary
  • 44. 3. AForms language user at A1 and A2 can write: Source: face2face elementary
  • 45. 4. . Understand the mainA1 and A2 can: A language user at point in short, clear messages and announcements. Source: face2face elementary level
  • 46. Order a meal 5. A language user at A1 and A2 can: . Source: Interchange level 1
  • 47. 6. . A language user atsigns, notices and Directions, A1 and A2 can understand and find simple information in: instructions Source: face2face elementary level
  • 48. 7. . Make simple purchases by stating A language user at A1 and A2 can: what is wanted and asking the price Source: Interchange level 1
  • 49. 8. A language user at level B1 can: Reply in written form to adverts . Source: Interchange level 2
  • 50. A language user at A1 and A2 can Personal simple types of 9. write these correspondencetext: . Source: Interchange level 1
  • 51. A language user at A1 and 10. Directions, signs, notices A2 can understand and find and instructions simple information in: Source: Objective KET
  • 52. What do these have in common? Common European Framework
  • 53. The European Language Portfolio (ELP) • Devised by the Council of Europe's Modern Languages Division • Piloted in 15 Council of Europe member countries • Launched during the European Year of Languages in 2001.
  • 54. Parts of the Porfolio • Language Passport • Language Biography • Dossier
  • 55. • Instructions: look at the following slide of the Language Passport and try to identify the information contained in it.
  • 56. The Language Passport section: • • gives information about a student's proficiency in one or more languages at given points of time students record formal qualifications and give information about their language competencies with regard to the common reference levels in the CEF.
  • 57. The Language Biography (aims) • Encourage students to get involved in the planning, reflecting upon and assessing of their own learning process and progress • Give students an opportunity to state what they can do in their foreign language(s) • List and reflect upon important language and intercultural learning experiences
  • 58. The Dossier • A collection of materials and data put together by students to document and illustrate their proficiency and the learning experiences which are listed and reflected upon in the Language Passport and the Biography
  • 59. Look at the following slides and identify what part of a Language Portfolio they belong to.
  • 60. Source: English in Mind level 1
  • 61. Source: English in Mind level 1
  • 62. Source: English in Mind level 1
  • 63. Portfolio • • Language Passport • Language Biography • • Dossier • Self-assessment • Peer-assessment • Teacher’s assessment • • • Benefits Demonstrates a learner's progress in the target language Gives learners the opportunity to reflect on their own progress and work Promotes collaborative work with peers Encourages learners to become active, reflexive learners Enhances motivation
  • 64. The downside • Think of your own teaching situation. What are the obstacles you could find?
  • 65. Effects: • Collaboration between different teachers and subjects • Bilingual teaching • Language learning outside school • Task-based learning, teaching and assessment • Self-directed learning • Self-assessment • Lifelong learning • Out-come oriented
  • 66. Students’ feedback "I felt like studying harder because the portfolio is my own [product]." "I have come to like English and watch NHK English programs, study independently at home, and so on." "Creating a kind of booklet is fun and so I felt like working more actively." "A portfolio is not something you create by yourself. You have to consider others' opinions. You write articles in a group. I think completing a work with others rather than completing it by yourself is more likely to lead to active learning." "I thought I would have to work on all the assignments [in the semester]." Matthew Apple (Dokkyo University) & Etsuko Shimo (Miyazaki University)
  • 67. Is the CEFR relevant to Latin America? • Council of Europe has 45 member states: not just EU • CEFR applies to European languages • Many points in the rationale for developing CEFR which apply equally outside Europe – need for communication & understanding global issues – stress on functional uses of language – common domains
  • 68. • Research going on for over 30 years, with a large investment of resources by some of the most experienced researchers • Widespread adoption by international stake-holders: curriculum developers, publishers, examination providers, Ministries of Education
  • 69. Mexico • An increasing number of universities are incorporating the CEFR into their language programmes • CEFR used and quoted by SEP; current initiative to help all English teachers nationwide reach a minimum of B1 level English
  • 70. DIALANG Diagnostic Test Free diagnostic test (online) www.dialang.org
  • 71. CEF and Cambridge ESOL Exams
  • 72. Background-Cambridge ESOL  Non-profit making department of Cambridge University  Has designed exams for learners of English since 1913  Largest English language testing agency in Europe  Internationally recognized exams
  • 73. Cambridge ESOL Examinations • The most comprehensive range of ESOL examinations in the world • Assessment of all four language skills (listening, speaking, reading, writing) in practical contexts • Internationally recognised • Taken by around 1.5 million candidates in 2005 in over 130 countries worldwide
  • 74. ESOL Examinations • Fill the gaps in the ESOL examinations chart with the corresponding examination name from the box. IELTS Starters CPE Flyers KET Movers FCE CAE PET
  • 75. Cambridge Young Learners English CPE Level C2 CAE Level C1 FCE Level B2 PET Level B1 Young Learners English Flyers Movers Starters KET Level A2 Cambridge Main Suite Examinations
  • 76. TEACHERS METHODOLOGY DELTA, CELTA, CELTYL, IDLTM, ICELT & TKT
  • 77. The Next Step in Standards
  • 78. What is English Profile? • A long term, collaborative program of interdisciplinary research, designed to enhance the learning, teaching and assessment of English worldwide.
  • 79. How does it work? • It builds on existing resources such as the Common European Framework of Reference for Languages to produce the Reference Level Descriptions for English. • These will provide a uniquely detailed and objective analysis of what levels of achievement in language learning actually mean (the grammar, vocabulary and discourse features that learners can be expected to have mastered at each level)
  • 80. For more information… www.englishprofile.org
  • 81. Wrap up task • How many levels does the CEF have? • Which are the exams from ESOL main suite? • For what age range are Cambridge YLE designed? • To what exam of the main suite is YLE – Flyers equivalent? • What are the “can do statements”? • How can you make sure English language teaching materials are aligned with the CEF?
  • 82. References Council of Europe www.coe.int Council of Europe (2001) Common European Framework of References for Languages: Learning, teaching, assessment Cambridge University Press Cambridge ESOL Mexico www.CambridgeESOLMexico.org English Profile www.englishprofile.com
  • 83. Ramiro Gracia Academic Consultant Cambridge University Press rgracia@cambridge.com.mx