Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Suzanne emmerson & Yvonne Hodnett: A Case Study of CEFR Influenced Backward Curriculum Design Approach

33 views

Published on

A Case Study of CEFR Influenced Backward Curriculum Design Approach

Published in: Education
  • Be the first to comment

  • Be the first to like this

Suzanne emmerson & Yvonne Hodnett: A Case Study of CEFR Influenced Backward Curriculum Design Approach

  1. 1. A case study of CEFR-influenced backward curriculum design approach Yvonne Hodnett Suzanne Emmerson ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 #eaquals19madrid
  2. 2. Introduction • Australian College of Kuwait • Private, tertiary education college • 2-semester EFL/ESP Foundation English Program (CEFR B1 – B2) • 2 + 2-year diplomas/degrees in Business, Engineering + Aviation ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  3. 3. Curriculum History Impetus for curriculum change Curriculum review •Stakeholder requirements •Organizational changes •Benchmarking to recognized standards • EAQUALS Accreditation • Activity-oriented teaching • Structural approach • Disconnect between teaching, learning, assessments ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  4. 4. The Roadmap Needs Analysis Identifying the Learning Outcomes Assessment Teaching and Learning Evaluation ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 Sept 2014 Nov 2017 (Richards, 2013)
  5. 5. Needs Analysis ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 ‘ Council of Europe (2001) explicitly encourages language learning stakeholders ‘to base their work on the needs, motivations, characteristics and resources of learners.’ Holistic Action- oriented Huhta et al 2011
  6. 6. Needs Analysis ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 Whose needs? - Micro - Meso - Macro Methodological approach? Mixed/triangulation of sources & methods - Surveys/& questionnaires - Structured interviews - Text/genre analysis What information? CEFR: a checklist of major aspects of language use, competences, multiple aspects of the situation and learner characteristics (Robinson, 1991)
  7. 7. Identifying Learning Objectives CEFR-Technical aspects of describing levels of language • Methodologies for scale development • Criteria for descriptor formulation Eaquals International Conference | Madrid | 11-13 April 2019©Eaquals (CEFR, 2001, Appendix A )
  8. 8. Identifying the Learning Objectives Formation of expert small development group Determine the horizontal and vertical dimensions Select relevant activities/competences from the CEFR descriptor scales Supplement descriptor scales from other sources Write a draft scale Phase 1 Intuitive Eaquals International Conference | Madrid | 11-13 April 2019©Eaquals
  9. 9. Identifying the Learning Objectives Speaking Listening Reading Writing TAS Communicative Activities Competences Strategies Texts Performance Conditions Level 1 - B1 Level 2 - B2 Horizontal Dimension of ACK Scale Vertical Dimension of ACK Scale ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  10. 10. Identifying the Learning Objectives Formation of expert small development group Determine the horizontal and vertical dimensions Select relevant activities/competences from the CEFR descriptor scales Supplement descriptor scales from other sources Write a draft scale Eaquals International Conference | Madrid | 11-13 April 2019©Eaquals Phase 1 Intuitive
  11. 11. Identifying the Learning Outcomes ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 ACK
  12. 12. Identifying the Learning Objectives Formation of subgroups of teachers x skills Divide the draft scale x language skills to subgroups Review/order/discuss the scale/match to tasks and discuss key features of the levels Identify strengths, weaknesses and gaps Produce and approve final document ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 Phase 2 Qualitative
  13. 13. Identifying the Learning Objectives ACK Final Scale Eaquals International Conference | Madrid | 11-13 April 2019©Eaquals
  14. 14. ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  15. 15. Assessment • Integral part of the learning and teaching process (Little, 2006) • Action-oriented (CEFR,20001, Chapter 2.1) • Task is basic unit of analysis • Real-life or authentic situation • moving to “competence put to use” (CEFR, p 187) to achieve a goal or objective • Holistic ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  16. 16. Assessment: Process of Test Construction ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 (Language Testing Manual, ALTE/CoE, 2011, p 18)
  17. 17. Assessment CEFR ‘… advocates for itself the role of a tool …’ • Databank of several assessment tools and resources User needs to select, customize and adapt ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 (Piccardo, 2006, p 49)
  18. 18. Assessment: productive Eaquals International Conference | Madrid | 11-13 April 2019©Eaquals
  19. 19. Assessment: receptive ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 Los/descriptors Assessment Matrix
  20. 20. Classification System ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  21. 21. ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  22. 22. Teaching and Learning Process ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 Approaches • Communicative/Action-oriented Approach • Task-based, Thematic content-based, Cognitive Academic Language Learning Approach (CALLA), Genre Approach Classroom • Learner-centered vs. teacher preference: tasks, real/authentic • Promote autonomous learners: product and process, explicit learning strategy teaching • Holistic: whole to part • Differentiated: multiple-methods to deliver course content
  23. 23. Syllabus: Sample ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  24. 24. Quantitative/Qualitative Evaluation Pre-sessional (PRS) In –sessional (IS) evaluation of curriculum, syllabi + materials : post-sessional (PS) Quantitative Qualitative • Oxford Online Placement Test (PRS/PS) • Statistical analysis of assessment results + review by VMC (IS/PS) • Student reflection (IS + PS) • Feedback on assessments (student/ instructor) (IS/PS) • Student + instructor focus groups (PS) • SETL questionnaire (PS) • Formal + informal observations (IS) • Unit meetings (IS) • Annual appraisals (PS) • VMC Moderation of units (IS/PS) ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  25. 25. • Resources • Cyclical process • Change management • Training • Accreditation ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019
  26. 26. References ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 Introduction: Richards, Jack C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal, 44(1) 5-33 Needs Analysis: Huhta, M, Vogt, K, Johnson, E & Tulkki, H. (2013). Needs Analysis for Language Course Design: A holistic approach to ESP. Cambridge, Cambridge University Press 2013. Robinson, P. (1991). ESP Today: A Practitioner’s Guide. New York: Prentice Hall. Identifying Learning Objectives: Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching assessment. Strasbourg: Council of Europe Publishing/Cambridge UK: Cambridge University Press. Assessment: Council of Europe. (2009). Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR): A Manual. Language Policy Division, Strasburg 2009. Council of Europe. (2011). Manual for Language Test Development and Examining: For use with the CEFR. Language Policy Division, Council of Europe. Little, D. (2006). The Common European Framework of Reference for Languages: content, purpose, origin, reception and impact. Language Teaching, 31(103), 167- 190. Piccardo, E. (2014). From Communicative to Action-Oriented: A Research Pathway. Curriculum Services Canada.
  27. 27. References Teaching and Learning Canale, M. & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing . Applied Linguistics 1/1:1.-47. Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. In “Issues in Applied Linguistics”. 6, (2): 5-35 Chamot, A. U. & O’ Malley, J. M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Addison-Wesley Publishing Company. Council of Europe (2001a) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Chapters 5, 6, 7,8. Cambridge: Cambridge University Press. Crandall, J. (1992). Content-centered learning in the United States. In “Annual Review of Applied Lingistics,” 13. 111 – 126. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press. Halliday, M. A. K. (1970). “Language Structure and Language Function”. In J. Lyons (ed.) New Horizons in Linguistics. Harmondsworth, England: Penguin. Halliday, M. A. K. (1978). Language as a Social Semiotic. London. Edward Arnold. Hymes, D. (1972). “On Communicative Competence”, in J. B. Pride and J. Holmes, (eds.): Sociolinguistics. Harmondsworth, Middlesex: Penguin Education, 269-93. Nunan, D. (1988). Syllabus Design. Oxford:Oxford University Press. O'Malley, J. M. & Chamot, A. U., (1990). Learning Strategies in Second Language Acquisition. Cambridge, U.K.: Cambridge University Press. Swales, J. M. (1990). Genre Analysis: English in Academic and research settings. Cambridge: Cambridge University Press. ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019

×