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Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
Alt elevels phonotheory-silviaschnitzler
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Alt elevels phonotheory-silviaschnitzler

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The aim of this workshop is to provide a ‘learning space’ from a person-centered learning approach. We will integrate phonology to the other areas of language teaching. Activities will be analyzed …

The aim of this workshop is to provide a ‘learning space’ from a person-centered learning approach. We will integrate phonology to the other areas of language teaching. Activities will be analyzed following the ALTE levels (Common European Framework of Reference for Languages)

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  • 1. “IntegratingPhonology following the ALTE levels” by Prof. Silvia A. Schnitzler
  • 2. “Teacher development is the process of becoming the best teacher you can be. It means becoming a student of learning, your own as well as that of others” (Maley 2000). The aim of this workshop is to provide a ‘learning space’ from a person-centered learning approach. We will integrate phonology to the other areas of language teaching. Activities will be analyzed following the ALTE levels (Common European Framework of Reference for Languages)“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 3. What is the Common European Framework? It provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. Europe It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. ALTE & CERFCEF Ref Lang learning_teaching_assess.pdf“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 4. Association of Language Testers in Europe (ALTE) It is an association of providers of European foreign language examinations. Registered in 1992 as a European Economic Interest Group (EEIG), it provides a context for transnational collaboration between some of the major international providers in the field of language testing. http://www.alte.org/“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 5. Provides standards for24 languages: Basque,  Italian, Bulgarian,  Latvian, Catalan,  Lithuanian, Danish,  Luxembourgish, Dutch,  Norwegian, English,  Polish, Estonian,  Portuguese, Finnish,  Russian, French,  Slovenian, German,  Spanish, Greek,  Swedish, Hungarian,  Welsh.
  • 6. Objectives – p 2 “In the light of these objectives, the Committee of Ministers stressed ‘the political importance at the present time and in the future of developing specific fields of action, such as strategies for diversifying and intensifying language learning in order to promote plurilingualism in a pan- European context’ and drew attention to the context value of further developing educational links and exchanges and of exploiting the full potential of new communication and information technologies.” p 4“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 7. Plurilingualism vs Multilingualism Multilingualism may be attained by simply diversifying the languages on offer in a particular school or educational system, or by encouraging pupils to learn more than one foreign language, or reducing the dominant position of English in international communication.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 8. The plurilingual approach emphasises the fact that as an individual person’s experience of language in its cultural contexts expands, from the language of the home to that of society at large and then to the languages of other peoples (whether learnt at school or college, or by direct experience), he or she does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact. interact“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 9. What criteria must CEF meet? • By ‘comprehensive’ is meant that the C E F comprehensive should attempt to specify as full a range of language knowledge, skills and use as possible, and that all users should be able to describe their objectives by reference to it. CEF should differentiate the various dimensions in which language proficiency is described, and provide a series of reference points (levels or steps) by which progress in learning can be calibrated. It should be borne in mind that the development of communicative proficiency involves other dimensions than the strictly linguistic (e.g. sociocultural awareness, imaginative experience, affective relations, learning to learn, etc)“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 10. What criteria must CEF meet? • By ‘transparent’ is meant that transparent information must be clearly formulated and explicit, available and readily comprehensible to users. • By ‘coherent’ is meant that the coherent description is free from internal contradictions. With regard to educational systems, coherence requires that there is a harmonious relation among their components.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 11. The ALTE levelsALTE level CEFR level ESOL exam IELTS exam TOEIC TOEFLLevel 5 C2 CPE 7.5+ 910+ 276+Level 4 C1 CAE 6.5 - 7 701 - 910 236 - 275Level 3 B2 FCE 5-6 541 - 700 176 - 235Level 2 B1 PET 3.5 - 4.5 381 - 540 126 - 175Level 1 A2 KET 3 246 - 380 96 - 125Breakthrough A1 - 1-2 - -“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 12. Language activities p14 • Reception • Production • Interaction /Mediation (translation)“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 13. Ludic uses of language p 55 Social & language games, puzzles, media games, verbal joking (punning) Aesthetic uses of language p 56  singing (nursery rhymes, folk songs, pop songs, etc.)  retelling and rewriting stories, etc.  listening to, reading, writing and speaking imaginative texts (stories, rhymes, etc.)  including audio-visual texts, cartoons, picture stories, etc.  performing scripted or unscripted plays, etc.  the production, reception and performance of literary texts, e.g.: reading and writing  texts (short stories, novels, poetry, etc.) and performing and watching/listening to  recitals, drama, opera, etc.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 14. General phonetic awareness and skills Sts ability to pronounce new languages facilitated by: • an ability to distinguish and produce unfamiliar sounds and prosodic patterns; • an ability to perceive and catenate unfamiliar sound sequences; • an ability, as a listener, to resolve (i.e. divide into distinct and significant parts) a continuous stream of sound into a meaningful structured string of phonological elements; • an understanding/mastery of the processes of sound perception and production applicable to new language learning. (p 107)“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 15. Phonological competence involves a knowledge of, and skill in the perception and production of:• the sound-units (phonemes) of the language and phonemes their realisation in particular contexts (allophones); allophones• the phonetic features which distinguish phonemes (distinctive features: voicing, rounding, nasality, plosion);• the phonetic composition of words (syllable structure, sequence of phonemes, word stress, word tones);• sentence phonetics (prosody): sentence stress and prosody rhythm; intonation;• phonetic reduction: vowel reduction; strong and weak forms; assimilation; elision. (p 116)“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 16. PHONOLOGICAL CONTROL C2 As C1 C1 Can vary intonation and place sentence stress correctly in order to express finer shades of meaning. B2 Has acquired a clear, natural, pronunciation and intonation. B1 Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. A2 Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time. A1 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 17. The ALTE Framework The ALTE ‘Can Do’ statements constitute a central part of a long-term research programme set by ALTE, the aim of which is to establish a framework of ‘key levels’ of language performance, within which exams can be objectively described. Much work has already been done to place the exam systems of ALTE members within this framework, based on an analysis of exam content and task types, and candidate profiles. types profiles A comprehensive introduction to these exam systems is available in the ALTE Handbook of European Language Examinations and Examination Systems.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 18. The ALTE ‘Can Dos’ A checklist of what the L2 users can do  define the stage they’re at. • User-oriented • Basis for developing an activity-based curricula and teaching materials. • Means of carrying out an activity-based linguistic audit. • Means of comparing the objectives of courses and materials in different languages in the same context. • Multilingual - L2 relating to the real-world language skills.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 19. LEVELS Listening/Speaking Reading Writing CAN advise on or talk CAN understand about complex or CAN write letters on any documents, sensitive issues, subject and full notes ofC2 correspondence and understanding colloquial meetings or seminarsLevel 5 reports, including the references and dealing with good expression finer points of complex confidently with hostile and accuracy. texts. questions. CAN contribute CAN read quickly CAN prepare/draft effectively to meetings enough to cope with an professional and seminars within own academic course, to correspondence, takeC1 area of work or keep up read the media for reasonably accurateLevel 4 a casual conversation information or to notes in meetings or with a good degree of understand non- write an essay which fluency, coping with standard shows an ability to abstract expressions. correspondence. communicate. CAN follow or give a talk CAN scan texts for CAN make notes while on a familiar topic or relevant information,B2 someone is talking or keep up a conversation and understandLevel 3 write a letter including on a fairly wide range of detailed instructions or non-standard requests. topics. advice. CAN express opinions on abstract/cultural CAN understand matters in a limited way routine information and CAN write letters orB1 or offer advice within a articles, and the general make notes on familiarLevel 2 known area, and meaning of non-routine or predictable matters. understand instructions information within a or public familiar area. announcements. CAN understand straightforward CAN complete forms information within a CAN express simple and write short simpleA2 known area, such as on opinions or requirements letters or postcardsLevel 1 products and signs and in a familiar context. related to personal simple textbooks or information. reports on familiar matters. CAN understand basicA1 CAN complete basic instructions or take part CAN understand basicALTE forms, and write notes in a basic factual notices, instructions orbreakthrough including times, dates conversation on a information.level and places. predictable topic.
  • 20. Organisation of the ‘Can Do’ statements The ‘Can Do’ scales consist currently of about 400 statements, organised into three general areas: Social and Tourist, Work, and Study. Each includes a number of more particular areas, e.g. the Social and Tourist area has sections on Shopping, Eating out, Accommodation, etc. Each of these includes up to three scales, for the skills of Listening/Speaking (combine the scales relating to interaction), Reading and Writing.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar
  • 21. All in All
  • 22. Contact @ silviasteach@yahoo.comFacebook: Silvia Schnitzler Mondino Twitter: silstorm www.silvias.com.ar Thank you !!!
  • 23. Reference:Baker, Ann (1992; 2006) Ship or Sheep?, CUPHancock, M. (1995; 2008) PronunciationGames – CUPHewings, M. (1993) Pronunciation Tasks -CUPHewings, Martin (2007) English Pronunciationin Use – advanced CUPPowel, Mark (1996) Presenting in English, LTPUnderhill, Adrian (2005) Sound Foundationsnew ed., Macmillan Books for Teachers.

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