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Brian North: Recent updates to CEFR Riga 2017_final

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Eaquals Riga 2017

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Brian North: Recent updates to CEFR Riga 2017_final

  1. 1. Recent updates to the CEFR and relevance for classroom practitioners Brian North, Eurocentres Tim Goodier, Eurocentres Enrica Piiccardo, University of Toronto / Université Grenoble-Alpes ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org
  2. 2. Project brief 1. Update the 2001 scales with validated, calibrated descriptors 2. Develop new scales for mediation
  3. 3. Changes to 2001 Descriptors  No changes except when necessary  2001 descriptors indicated (in blue)  C-level enrichment  Pre-A1 & A1 enrichment  Plus levels  Phonology – scale replaced  Native speaker - removed
  4. 4. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 Listening as a member of a live-audience concerns listening to a speaker addressing an audience, for example in a meeting or seminar, at a conference or lecture, on a guided tour, at a wedding or other celebration. Understanding the speaker as a member of an audience is in fact usually easier than Understanding conversation between other speakers, even though the user/learner is even further away from being a participant in the talk. This is firstly because the more structured nature of a monologue means that it is easier to bridge over sections that one doesn’t understand and pick up the thread again. Secondly, the speaker is more likely to be using a neutral register and projecting his/her voice to maximize the ability of the audience to follow. Key concepts operationalised in the scale include the following: - following talk accompanying real artefacts (e.g. on a guided tour) and visual aids (e.g PowerPoint) - the degree of accommodation to the audience (speed of delivery, extent to which usage is simplified) - familiarity of the situation and subject matter - following line of argument, distinguishing man points etc. LISTENING AS A MEMBER OF A LIVE AUDIENCE C2 Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar terminology. Can make appropriate inferences when links or implications are not made explicit. Can get the point of jokes or allusions in a presentation. C1 Can follow most lectures, discussions and debates with relative ease. B2 Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. Can understand the speaker’s point of view on topics that are of current interest or that relate to his/her specialised field, provided that the talk is delivered in standard spoken language. Can follow complex lines of argument in a clearly articulated lecture provided the topic is reasonably familiar. Can distinguish main themes from asides, provided that the lecture or talk is delivered in standard spoken language. Can recognise the speaker’s point of view and distinguish this from facts that he/she is reporting. B1 Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. Can distinguish between main ideas and supporting details in standard lectures on familiar subjects, provided these are delivered in clearly articulated standard speech. Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard speech. Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within his/her field, understanding explanations given. Can understand the main points of what is said in a straightforward monologue like a guided tour, provided the delivery is clear and relatively slow. A2 Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where the message is expressed slowly and clearly in simple language and there is visual support (e.g. slides, handouts). Can follow a very simple, well-structured presentation or demonstration, provided that it is illustrated with slides, concrete examples or diagrams, it is delivered slowly and clearly with repetition and the topic is familiar. Can understand the outline of simple information given in a predictable situation, such as on a guided tour, e.g. ‘This is where the President lives.’ A1 Can understand in outline very simple information being explained in a predictable situation like a guided tour, provided that speech is very slow and clear and that there are long pauses from time to time. Pre-A1 No descriptors available
  5. 5. Phonology scale replaced ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 5 PHONOLOGICAL CONTROL Overall Phonological Control Sound articulation Prosodic features C2 Can employ the full range of phonological features in the target language with a high level of control – including prosodic features such as word and sentence stress, rhythm and intonation – so that the finer points of his/her message are clear and precise. Intelligibility and effective conveyance and enhancement of meaning are not affected in any way by features of accent that may be retained from other language(s). Can articulate virtually all the sounds of the target language with clarity and precision. Can exploit prosodic features (e.g. stress, rhythm and intonation) appropriately and effectively in order to convey finer shades of meaning (e.g. to differentiate and emphasise). C1 Can employ the full range of phonological features in the target language with sufficient control to ensure intelligibility throughout. Can articulate virtually all the sounds of the target language; some features of accent retained from other language(s) may be noticeable, but they do not affect intelligibility at all. Can articulate virtually all of the sounds of the target language with a high degree of control. He/she can usually self-correct if he/she noticeably mispronounces a sound. Can produce smooth, intelligible spoken discourse with only occasional lapses in control of stress, rhythm and/or intonation, which do not affect intelligibility or effectiveness. Can vary intonation and place sentence stress correctly in order to express precisely what he/she means to say. B2 Can generally use appropriate intonation, place stress correctly and articulate individual sounds clearly; accent tends to be influenced by other language(s) he/she speaks, but has little or no effect on intelligibility. Can articulate a high proportion of the sounds in the target language clearly in extended stretches of production; is intelligible throughout, despite a few systematic mispronunciations. Can generalise from his/her repertoire to predict the phonological features of most unfamiliar words (e.g. word stress) with reasonable accuracy (e.g. whilst reading). Can employ prosodic features (e.g. stress, intonation, rhythm) to support the message he/she intends to convey, though with some influence from other languages he/she speaks. B1 Pronunciation is generally intelligible; can approximate intonation and stress at both utterance and word levels. However, accent is usually influenced by other language(s) he/she speaks. Is generally intelligible throughout, despite regular mispronunciation of individual sounds and words he/she is less familiar with. Can convey his/her message in an intelligible way in spite of a strong influence on stress, intonation and/or rhythm from other language(s) he/she speaks. A2 Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for repetition from time to time. A strong influence from other language(s) he/she speaks on stress, rhythm and intonation may affect intelligibility, requiring collaboration from interlocutors. Nevertheless, pronunciation of familiar words is clear. Pronunciation is generally intelligible when communicating in simple everyday situations, provided the interlocutor makes an effort to understand specific sounds. Systematic mispronunciation of phonemes does not hinder intelligibility, provided the interlocutor makes an effort to recognise and adjust to the influence of the speaker's language background on pronunciation. Can use the prosodic features of everyday words and phrases intelligibly, in spite of a strong influence on stress, intonation and/or rhythm from other language(s) he/she speaks. Prosodic features (e.g. word stress) are adequate for familiar, everyday words and simple utterances. A1 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group concerned. Can reproduce correctly a limited range of sounds as well as the stress on simple, familiar words and phrases. Can reproduce sounds in the target language if carefully guided. Can articulate a limited number of sounds, so that speech is only intelligible if the interlocutor provides support (e.g. by repeating correctly and by eliciting repetition of new sounds). Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm, and/or intonation from other language(s) he/she speaks; his/her interlocutor needs to be collaborative.
  6. 6. Project brief 1. Update the 2001 scales with validated, calibrated descriptors 2. Develop new scales for mediation
  7. 7. Four skills?? “Since the sixties it has become increasingly clear that a simple classification of proficiency as the “four skills” of listening, speaking, reading and writing is inadequate, particularly for curriculum development and testing.” (H.H. Stern 1983: 347) ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017
  8. 8. • “Communication is an integral part of tasks where participants engage in • interaction, • production, • reception, • mediation, or a combination of two or more of these” (CEFR, p. 157) Four modes not four skills
  9. 9. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 9 A1 A2 B1 B2 C1 C2RECEPTION Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent. Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters I can understand texts that consist mainly of high frequency everyday or jobrelated language. I can understand the description of events, feelings and wishes in personal letters I can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. I can understand contemporary literary prose. I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. INTERACTION Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. I can take part effortlessly in any conversation of discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. Written Interaction I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. I can write personal letters describing experiences and impressions. I can write letters highlighting the personal significance of events and experiences. I can express myself with clarity and precision, relating to the addressee flexibly and effectively in an assured, personal, style. As C1 PRODUCTION Spoken Production I can use simple phrases and sentences to describe where I live and people I know. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes & ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can present clear, detailed descriptions of complex subjects integrating subthemes, developing particular points and rounding off with an appropriate conclusion. I can present a clear, smoothlyflowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. Written Production I can write simple isolated phrases and sentences. I can an write a series of simple phrases and sentences linked with simple connectors like “and” , “but” and “because”. I can write straightforward connected text on topics which are familiar or of personal interest. I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or or giving reasons in support of or against a particular point of view. I can express myself in clear, wellstructured text, expressing points of view at some length. I can write detailed expositions of complex subjects in an essay or a report, underlining what I consider to be the salient issues. I can write different kinds of texts in a style appropriate to the reader in I can write clear, smoothlyflowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.
  10. 10. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 10 A1 A2 B1 B2 C1 C2RECEPTION Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements. I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort. I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent. Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters I can understand texts that consist mainly of high frequency everyday or jobrelated language. I can understand the description of events, feelings and wishes in personal letters I can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. I can understand contemporary literary prose. I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. INTERACTION Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. I can take part effortlessly in any conversation of discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. Written Interaction I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. I can write personal letters describing experiences and impressions. I can write letters highlighting the personal significance of events and experiences. I can express myself with clarity and precision, relating to the addressee flexibly and effectively in an assured, personal, style. As C1 PRODUCTION Spoken Production I can use simple phrases and sentences to describe where I live and people I know. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes & ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. I can present clear, detailed descriptions of complex subjects integrating subthemes, developing particular points and rounding off with an appropriate conclusion. I can present a clear, smoothlyflowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. Written Production I can write simple isolated phrases and sentences. I can an write a series of simple phrases and sentences linked with simple connectors like “and” , “but” and “because”. I can write straightforward connected text on topics which are familiar or of personal interest. I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or or giving reasons in support of or against a particular point of view. I can express myself in clear, wellstructured text, expressing points of view at some length. I can write detailed expositions of complex subjects in an essay or a report, underlining what I consider to be the salient issues. I can write different kinds of texts in a style appropriate to the reader in I can write clear, smoothlyflowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.
  11. 11. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 11 A1 A2 B1INTERACTION Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. I can deal with most situations likely to arise whilst travelling in an a where the language is spoken. I can enter unprepared into conver on topics that are famil personal interest or per to everyday life (e.g. fa hobbies, work, travel an current events). Written Interaction I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. I can write personal lett describing experiences impressions.
  12. 12. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 12
  13. 13. Action-oriented approach • Language learning is not an intellectual pursuit to train minds. • Language is not an abstract thing learnt because one day you may use it • Language is a practical skill to communicate with others. Learning by doing. • Purposeful action in the language is therefore central. = TASKS
  14. 14. Task • Tasks are a feature of everyday life in the personal, public, educational or occupational domain • Task accomplishment by an individual involves the strategic activation of specific competences • Any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfill or an objective to be achieved (CEFR p.10)
  15. 15. Realistic tasks are messy they involve: • integrated skills • collaboration • processing input (text) • getting this input across to the others • helping the progress of the task • solving difficulties/disagreements THIS IS MEDIATION ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017
  16. 16. Mediation in the CEFR 2001 “In mediating activities, the language user is not concerned to express his/her own meanings, but simply to act as an intermediary between interlocutors who are unable to understand each other directly, normally (but not exclusively) speakers of different languages. …” (CEFR p. 87)
  17. 17. A broader interpretation  diplomacy, conflict resolution, commercial arbitration, counselling, guidance  Social / Cultural  operation through which knowledge is acquired (Hegel); social mediation fundamental in development of cognition (Vygotsky)  Conceptual / Pedagogic  involves reformulating, transcoding, alternating languages, switching oral to written, changing genres, combining text and other modes  Textual / Linguistic
  18. 18. Pedagogic Textual Media Social Linguistic Cultural
  19. 19. Relational Cognitive
  20. 20. Plurilingual & Pluricultural across languages and cultures across worlds across media Cognitive Literature Online Relational Plurilingual and pluricultural
  21. 21. Categories for mediation Mediating a text  Relaying specific information  Explaining data (e.g. in graphs)  Processing text  Listening & note-taking  Expressing a personal response to artistic text (including literature)  Analysis and criticism of artistic text (including literature) Mediation strategies  Linking to previous knowledge  Breaking down complicated information  Adapting language  Elaborating a dense text  Streamlining a text Mediation as people have interpreted it
  22. 22. Categories for mediation Mediating concepts  Facilitating collaborative interaction with peers  Collaborating to construct meaning  Managing interaction  Encouraging conceptual thought Mediating communication  Facilitating pluricultural space  Acting as an intermediary  Facing delicate situations and disputes Broader interpretation
  23. 23. Categories for mediation Mediating concepts  Facilitating collaborative interaction with peers  Collaborating to construct meaning  Managing interaction  Encouraging conceptual thought Mediating a text  Relaying specific information  Explaining data (e.g. in graphs)  Processing text  Listening & note-taking  Expressing a personal response to artistic text (including literature)  Analysis and criticism of artistic text (including literature) Mediating communication  Facilitating pluricultural space  Acting as an intermediary  Facing delicate situations and disputes Mediation strategies  Linking to previous knowledge  Elaborating a dense text  Streamlining a text  Breaking down complicated information  Adapting language
  24. 24. Categories + line interaction (2 scales)  Online interaction  Online conversation and discussion  Goal-oriented online transactions and collaboration  Plurilingual & pluricultural competence  Building on pluricultural repertoire  Plurilingual comprehension  Building on plurilingual repertoire
  25. 25. Conceptual mediation – in a group • Can use questions, comments and simple reformulations to maintain the focus of a discussion. • Can ask questions to invite people to clarify their reasoning. Facilitating pluricultural space • Can support an intercultural exchange using a limited repertoire to introduce people from different cultures and to ask and answer questions, showing awareness that some questions may be perceived differently in the cultures concerned. Plurilingual • Can exploit creatively his limited repertoire in different languages for everyday contexts, in order to cope with an unexpected situation. Descriptors (B1)
  26. 26. Categories for mediation Mediating concepts  Facilitating collaborative interaction with peers  Collaborating to construct meaning  Managing interaction  Encouraging conceptual thought Mediating a text  Relaying specific information  Explaining data (e.g. in graphs)  Processing text  Listening & note-taking  Expressing a personal response to artistic text (including literature)  Analysis and criticism of artistic text (including literature) Mediation strategies  Linking to previous knowledge  Elaborating a dense text  Streamlining a text  Breaking down complicated information  Adapting language
  27. 27. Categories for mediation Mediating concepts  Facilitating collaborative interaction with peers  Collaborating to construct meaning  Managing interaction  Encouraging conceptual thought Mediating a text  Relaying specific information  Explaining data (e.g. in graphs)  Processing text  Listening & note-taking  Expressing a personal response to artistic text (including literature)  Analysis and criticism of artistic text (including literature) Mediation strategies  Linking to previous knowledge  Elaborating a dense text  Streamlining a text  Breaking down complicated information  Adapting language
  28. 28. Categories for mediation Mediating concepts  Facilitating collaborative interaction with peers  Collaborating to construct meaning  Managing interaction  Encouraging conceptual thought Mediating a text  Relaying specific information  Explaining data (e.g. in graphs)  Processing text  Listening & note-taking  Expressing a personal response to artistic text (including literature)  Analysis and criticism of artistic text (including literature) Online interaction  Online conversation and discussion  Goal-oriented online transactions and collaboration Mediation strategies  Linking to previous knowledge  Elaborating a dense text  Streamlining a text  Breaking down complicated information  Adapting language
  29. 29. Categories for mediation Mediating concepts  Facilitating collaborative interaction with peers  Collaborating to construct meaning  Managing interaction  Encouraging conceptual thought Mediating a text  Relaying specific information  Explaining data (e.g. in graphs)  Processing text  Listening & note-taking  Expressing a personal response to artistic text (including literature)  Analysis and criticism of artistic text (including literature) Online interaction  Online conversation and discussion  Goal-oriented online transactions and collaboration Mediation strategies  Linking to previous knowledge  Elaborating a dense text  Streamlining a text  Breaking down complicated information  Adapting language
  30. 30. Mediation examples • in textbooks • by teachers • in exams
  31. 31. In textbooks (ex: English G21 - Cornelsen)
  32. 32. By teachers ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 32
  33. 33. By teachers ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 33
  34. 34. Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 34 COPENHAGEN CARD Activity 1) Read the two texts highlighted on screen. 2) Write the answers to the following questions: a) What is the language used in the texts? _______________ . How do you know? b) What are these texts about? _______________ . How do you know? c) How do you say the following words and expressions in English? And in Spanish? i. timers kort _______________ _______________ ii. Voksen/Voksne _______________ _______________ iii. Børn/Barn _______________ _______________ iv. DKK _______________ _______________ v. Antal _______________ _______________ vi. LÆG I KURV _______________ _______________ d) What do you have to do in the section Antal? ____________ María-Teresa Berceruelo
  35. 35. The mingling- of-languages idea Multilingual testing Monolingual testing Inexams(Greek national foreign language exams)
  36. 36. Η "Γαλάζια Σημαία", σύμβολο ποιότητας σε περίπου 40 χώρες σήμερα απονέμεται με αυστηρά κριτήρια σε οργανωμένες ακτές και μαρίνες που διαχειρίζονται παράκτιοι Δήμοι, ξενοδόχοι και άλλοι φορείς. Το 2008 η Ελλάδα έχει 430 βραβευμένες ακτές και 8 μαρίνες που κέρδισαν τη “Γαλάζια Σημαία”. ΚΡΙΤΗΡΙΑ ΓΙΑ ΤΗΝ ΑΠΟΝΟΜΗ ΤΗΣ “ΓΑΛΑΖΙΑΣ ΣΗΜΑΙΑΣ” Περιβαλλοντική εκπαίδευση και πληροφόρηση •Πληροφορίες για το παράκτιο οικοσύστημα και το ευαίσθητο φυσικό περιβάλλον στον παράκτιο χώρο. •Πληροφορίες για το Διεθνές Πρόγραμμα «Γαλάζιες Σημαίες» στον Πίνακα Ανακοινώσεων της ακτής. •Έντυπες πληροφορίες και αναρτημένες οδηγίες συμπεριφοράς για την ακτή. •Δραστηριότητες που να προβάλουν ενεργά τη προστασία του φυσικού περιβάλλοντος της ακτής. Ποιότητα νερών κολύμβησης •Ποιότητα των νερών κολύμβησης, που να επιβεβαιώνεται με δειγματοληπτικές μετρήσεις Περιβαλλοντική Διαχείριση •Περιοδικός καθαρισμός ακτής από σκουπίδια, αποτσίγαρα, κλπ. Imagine that you work for the Greek Tourist Organization. Your department has received a request from the tourist organization of another country for information about the very successful ‘Blue Flag’ programme. You have been asked to write a report (180- 200 words) explaining how Greece has managed to achieve Blue Flag status for many of its beaches. Use information from the website below to write your report.
  37. 37. Η "Γαλάζια Σημαία", σύμβολο ποιότητας σε περίπου 40 χώρες σήμερα απονέμεται με αυστηρά κριτήρια σε οργανωμένες ακτές και μαρίνες που διαχειρίζονται παράκτιοι Δήμοι, ξενοδόχοι και άλλοι φορείς. Το 2008 η Ελλάδα έχει 430 βραβευμένες ακτές και 8 μαρίνες που κέρδισαν τη “Γαλάζια Σημαία”. ΚΡΙΤΗΡΙΑ ΓΙΑ ΤΗΝ ΑΠΟΝΟΜΗ ΤΗΣ “ΓΑΛΑΖΙΑΣ ΣΗΜΑΙΑΣ” Περιβαλλοντική εκπαίδευση και πληροφόρηση •Πληροφορίες για το παράκτιο οικοσύστημα και το ευαίσθητο φυσικό περιβάλλον στον παράκτιο χώρο. •Πληροφορίες για το Διεθνές Πρόγραμμα «Γαλάζιες Σημαίες» στον Πίνακα Ανακοινώσεων της ακτής. •Έντυπες πληροφορίες και αναρτημένες οδηγίες συμπεριφοράς για την ακτή. •Δραστηριότητες που να προβάλουν ενεργά τη προστασία του φυσικού περιβάλλοντος της ακτής. Ποιότητα νερών κολύμβησης •Ποιότητα των νερών κολύμβησης, που να επιβεβαιώνεται με δειγματοληπτικές μετρήσεις Περιβαλλοντική Διαχείριση •Περιοδικός καθαρισμός ακτής από σκουπίδια, αποτσίγαρα, κλπ. Imagine that you work for the Greek Tourist Organization. Your department has received a request from the tourist organization of another country for information about the very successful ‘Blue Flag’ programme. You have been asked to write a report (180- 200 words) explaining how Greece has managed to achieve Blue Flag status for many of its beaches. Use information from the website below to write your report.
  38. 38. In exams: (Austrian plurilingual diploma) Professional Baccalaureat - Oral – English & French Topic: Healthy living Context: Your class has organized a meeting with schools in other countries to organize an international project Interlocutors: One speaker of each of the candidates first and second foreign languages – who do not speak each other’s language Spoken Production: Presentation, during the meeting, on a survey carried out in Austrian Schools  English  French Spoken Interaction: Mediate information (English ↔ French) discuss and make suggestions for a joint project
  39. 39. Austrian plurilingual diploma
  40. 40. Austrian plurilingual diploma
  41. 41. Validation Intuitive: (Team of 8) Collect, classify, edit, discuss, redraft Qualitative: (990 informants in 140 institutes) assigning to categories • evaluating • suggesting reformulations (shortening) Quantitative (Rasch scaling) • assigning to levels (Phase 2 > 1294 informants in 189 institutes ) • Yes/No responses (Phase 3 >3503 responses)
  42. 42. Consultation 1. Expert meeting (c30) 2. Pre-consultation expert survey Aug 2016 (58) 3. Main consultation (Oct 2016-Feb 2017)  Institutions: NGOs, Cultural inst, networks (28)  Individuals: survey participants, experts (500+) 4. Member states survey (20)
  43. 43. CEFR Companion Volume  Clarification of aspects of CEFR  Rationales for all scales, new & old  Expanded illustrative descriptors  Scales for Sign language  Appendix with descriptors by level  Web publication by January 2018 English French German

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