The Can-Do Statements in Teacher Education

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The Can-Do Statements in Teacher Education

  1. 1. + Marisa Constantinides, CELT International Teacher Development Centre © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  2. 2. + © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  3. 3. + Number & scope of levels © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  4. 4. + Exams – levels – courses © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  5. 5. + From the Eaquals Document http://clients.squareeye.net/uploads/eaquals2011/documents/EAQUALS_British_Council_Core_Curriculum_April2011.pdf © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  6. 6. + The Alte Can Do Statements © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  7. 7. + Interpretation of descriptors © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  8. 8. + Problems with some descriptors http://www.englishprofile.org/images/pdf/GuideToCEFR.pdffrom © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  9. 9. + Similarities in descriptors © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  10. 10. CEFR includes very general and sometimes arcane descriptors for the language teacher …especially at pre-service level © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  11. 11. + The Alte Can Do Statements CEFR document not sufficient on its own The ALTE Framework Here http://events.alte.org/resources/framework_english.pdf Or here http://events.alte.org/cando/index.php © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  12. 12. + © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014 Related & Necessary Documents
  13. 13. http://www.ealta.eu.org/documents/resources/Threshold-Level_CUP.pdf http://www.ealta.eu.org/documents/resources/Breakthrough%20specification.pdf http://www.ealta.eu.org/documents/resources/Waystage_CUP.pdf http://www.ealta.eu.org/documents/resources/Vantage_CUP.pdf Links to Related & Necessary Documents © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  14. 14. The can dos vs detailed specifications © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  15. 15. The can dos vs detailed specifications © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  16. 16. + The Alte Can Do Statements • Theory or View of Language clear & transparent • Support the setting of objectives formulated as outcomes • Include the standard of behaviours acceptable in fulfillment of said objectives • Imply the necessity of language in a context of use © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  17. 17. + “Some of the instruments produced within the Council of Europe have played a decisive role in the teaching of so-called “foreign” languages by promoting methodological innovations and new approaches to designing teaching programmes.” https://www.coe.int/t/dg4/linguistic/dnr_EN.asp © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  18. 18. + Models of Teaching © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014 Richards, J. & Rodgers T., 2001, Approaches & Method in Language Teaching, CUP.
  19. 19. + The Alte Can Do Statements • Do not include a Theory of Learning foreign languages • Procedures to be selected not readily obvious • Additional documentation & further analysis of can do statements a must • Do not imply or generate a sequence of linguistic elements © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  20. 20. http://www.englishprofile.org/images/pdf/GuideToCEFR.pdf Guidance for teachers How can the CEFR be useful for teachers? • Understanding language levels better • Seeing more clearly what learners need to work on • Assessment grids • Curriculum plan © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  21. 21. + Link to transcript of the chat © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  22. 22. Some of the things mentioned in #ELTchat • None of the participants knew about all of the resources • None of us had learnt about the CEFR either at University or their pre-service or in-service Teacher Courses • Most of us liked the concept of the can do’s and what it implies • Some of us share them with our learners though difficult to interpret fully by learners on their own © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  23. 23. Those in #ELTchat who were more informed • Materials writers • Directors of studies • Teacher educators • Test designers • Worked for an examining body as examiners or markers • ESP teachers • Had completed postgraduate programmes • Were engaged in research © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  24. 24. + Some thoughts • Information obscured by academic language • Resources spread over a large number of documents • Reading of these documents not included in teacher preparation programme syllabuses © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  25. 25. + What is it used for? From http://www.englishprofile.org/images/pdf/GuideToCEFR.pdf © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  26. 26. + How does each level of Teacher-ed make use of the CEFR? Pre-service In-Service Developing a syllabus Creating tests/exams Marking tests/Exams Evaluating learner needs Designing a course Developing learning materials Describing language policies Continuous self-assessment Teacher training programmes © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  27. 27. + How does each level of Teacher-ed make use of the CEFR? Pre-service In-Service Developing a syllabus  Creating tests/exams   Marking tests/Exams   Evaluating learner needs   Designing a course  Developing learning materials   Describing language policies Continuous self-assessment Teacher training programmes © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  28. 28. Question of Accessibility at pre- service level • Not mentioned in syllabuses • Not in prescribed reading lists © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  29. 29. An example of how pre-service teachers are expected to make use of the CEFR • Focus on the learner assignment • Aims of lessons • Choice of contexts of use • Language selection for activities • Suitability of materials in coursebooks © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  30. 30. In-service training programmes – e.g. The Cambridge DELTA • All areas in pre-service level Plus • Needs analysis • Course Planning • Test Design & for placement, or other purposes • Extended Assignments focusing on Exam preparation
  31. 31. + What’s missing?  Clearer requirements by Teacher Education syllabuses  Pre-course familiarisation tasks – a website?  Training tasks on pre-service and in-service programmes  E.g. Given a can-do statement, what  Language functions  Exponents of said functions  Grammatical structures  Lexical fields  E.g. Given a collection of the above, what  Context of use is anticipated  What CEFR level would they be suited for © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  32. 32. From http://www.cambridgeenglish.org/images/28906-alte-can-do-document.pdf CAN … • go to a department store or other shop where goods are on display and • ask for what (s)he wants. • ask for what is required, if it is something which the shopkeeper can • readily understand. • deal with complex or sensitive transactions, for example the export of • an antique • exchange basic information, related to place in the queue, etc., with other customers. • go to a counter service shop and ask for most of what (s)he wants. • understand where the shopkeeper explains the difference between two or more products all serving the same basic purpose. • bargain in the market place where what is purchased is a relatively straightforward item and where the transaction is restricted to the exchange of the item for cash. • ask effectively for refund or exchange of faulty or unwanted goods. • bargain for what (s)he wants and reach an agreement. Training task sort into levels CEFR Level? © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  33. 33. © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  34. 34. + Photo Credit: THE SHOW MUST GO ON via Compfight cc My Three Wishes © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  35. 35. + Simplification of documentation Translate into simpler language accessible to teachers Photo credits – Image courtesy of http://www.123rf.com/photo_11961229_the-concept-of-education-of-children-the-generation-of-knowledge.html © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  36. 36. + A text machine? Including corpora? Grammar/functions bank? Fleisch & Kincaid scales?vs Image from http://www.alpha60.de/art/poetry_machine/ © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  37. 37. + © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014 Training Materials from the Wikimedia Commons • A training section on a central website with all resources • A course to ensure that we all have a fuller understanding
  38. 38. Photo Credit: Stuck in Customs via Compfight cc © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
  39. 39. + My email marisa.constantinides@gmail.com Twitter @Marisa_C My Centre www.celt.edu.gr My Blog ttp://marisaconstantinides.edublogs.org/ © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014

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