The document discusses recent updates to the Common European Framework of Reference for Languages (CEFR).
1. The CEFR scales from 2001 were updated with new, validated descriptors while making minimal changes. New scales were also developed for mediation skills.
2. The update involved enriching descriptors for levels C1, pre-A1, and A1. Plus levels were also added. The phonology scale was replaced.
3. The update recognized that language proficiency involves more than four skills and includes interaction, production, reception, mediation, and combinations of these modes.
John de Jong - Understanding rating scales eaquals
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
Brian North: Recent updates to CEFR Riga 2017_finaleaquals
1. The document discusses recent updates made to the Common European Framework of Reference for Languages (CEFR), including updating descriptors, developing new scales for mediation, and replacing the phonology scale.
2. It proposes considering language proficiency in terms of four modes (interaction, production, reception, mediation) rather than four skills. Descriptors are provided for each mode at different CEFR levels.
3. The new scales for mediation assess abilities like summarizing information from different written/spoken sources, explaining data and processing texts in speech or writing.
The document discusses the Common European Framework of Reference for Languages (CEFR). It provides an overview of what the CEFR aims to do, which includes stimulating reflection on language teaching practices and providing common reference points for describing language proficiency levels. It describes some key aspects of the CEFR, such as the descriptive scales for language skills, communicative language competencies, and qualitative aspects of proficiency levels. The CEFR is intended to facilitate networking, joined-up thinking in language planning, teaching and assessment, and keeping the learner experience as the focus.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
This document summarizes the components of communicative competence and linguistic competence. It discusses the three main components of communicative competence: linguistic competences, sociolinguistic competences, and pragmatic competences. It then focuses on linguistic competences, outlining the knowledge and abilities involved in lexical competence, grammatical competence, semantic competence, phonological competence, orthographic competence, and orthoepic competence. Scales are provided to describe levels of proficiency in areas like general linguistic range and vocabulary range and control.
The document discusses the Common European Framework of Reference for Languages (CEFR) developed by the Council of Europe to provide a common basis for describing language learning, teaching and assessment across Europe. It describes the CEFR's six levels of proficiency from A1 for beginners to C2 for mastery. It also outlines the CEFR's approach to classifying language skills into domains and communicative activities, and provides examples of "can do" statements describing what learners should be able to do at each level.
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
John de Jong - Understanding rating scales eaquals
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
Brian North: Recent updates to CEFR Riga 2017_finaleaquals
1. The document discusses recent updates made to the Common European Framework of Reference for Languages (CEFR), including updating descriptors, developing new scales for mediation, and replacing the phonology scale.
2. It proposes considering language proficiency in terms of four modes (interaction, production, reception, mediation) rather than four skills. Descriptors are provided for each mode at different CEFR levels.
3. The new scales for mediation assess abilities like summarizing information from different written/spoken sources, explaining data and processing texts in speech or writing.
The document discusses the Common European Framework of Reference for Languages (CEFR). It provides an overview of what the CEFR aims to do, which includes stimulating reflection on language teaching practices and providing common reference points for describing language proficiency levels. It describes some key aspects of the CEFR, such as the descriptive scales for language skills, communicative language competencies, and qualitative aspects of proficiency levels. The CEFR is intended to facilitate networking, joined-up thinking in language planning, teaching and assessment, and keeping the learner experience as the focus.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
This document summarizes the components of communicative competence and linguistic competence. It discusses the three main components of communicative competence: linguistic competences, sociolinguistic competences, and pragmatic competences. It then focuses on linguistic competences, outlining the knowledge and abilities involved in lexical competence, grammatical competence, semantic competence, phonological competence, orthographic competence, and orthoepic competence. Scales are provided to describe levels of proficiency in areas like general linguistic range and vocabulary range and control.
The document discusses the Common European Framework of Reference for Languages (CEFR) developed by the Council of Europe to provide a common basis for describing language learning, teaching and assessment across Europe. It describes the CEFR's six levels of proficiency from A1 for beginners to C2 for mastery. It also outlines the CEFR's approach to classifying language skills into domains and communicative activities, and provides examples of "can do" statements describing what learners should be able to do at each level.
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
The document discusses top-down and bottom-up listening processes. Top-down listening involves using contextual and schematic knowledge to understand a message, while bottom-up listening involves segmenting sounds and recognizing words without context. It recommends teaching listening strategies like prediction, monitoring comprehension, and evaluation. Specific strategies are outlined for teaching listening skills like understanding stress and intonation patterns, telephone conversations, and speech acts. Effective listening tasks extract topics, details, and evaluate emotional impact. Native and non-native listeners must use contextual and phonological clues to interpret oral messages.
The document summarizes benchmarks for student progress in learning Chinese as a foreign language. It outlines the major proficiency levels from novice to advanced based on the American Council on the Teaching of Foreign Languages guidelines. It then provides examples of tasks and ratings associated with different proficiency levels to assess students' communication skills in interpreting, presenting, and interacting in the target language.
This document outlines the curriculum for an Oral Communication in Context course for senior high school students. The course covers key concepts like the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and skills, analyze functions of communication, demonstrate communicative strategies in different contexts, and proficiently deliver various speech types using effective principles of writing and delivery. The course aims to develop students' listening and speaking abilities for effective oral communication in a variety of situations.
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
This document discusses various types and methods of assessing speaking skills. It describes imitative speaking, which tests pronunciation and comprehension through repetition of words, phrases, and sentences. Intensive speaking assesses grammatical competence through short responses, while extensive speaking evaluates longer monologues. Different task types are outlined for intensive and extensive speaking, such as direct responses, read alouds, and picture-cued storytelling. Scoring speaking presents challenges in clearly defining criteria and establishing reliability.
Discourse and Context in Language Teaching (Listening)GalvanFlor
The document discusses important concepts and strategies related to teaching listening skills to second language learners. It describes the difference between top-down and bottom-up listening processes, and how both are needed for effective comprehension. Top-down listening involves using context and background knowledge, while bottom-up listening focuses on decoding individual sounds and words. The document provides advice on activities to teach specific listening strategies like prediction, monitoring, and evaluation. It also discusses the importance of exposing learners to authentic listening materials like phone conversations and voicemails to improve their interpretive skills.
Brown - 8 Processes Involved in Listening ComprehensionDaniel Beck
The document outlines 8 processes involved in listening comprehension. The processes are: 1) processing raw speech, 2) determining the type of speech, 3) inferring the speaker's objectives, 4) recalling background information, 5) assigning literal meaning, 6) assigning intended meaning, 7) retaining information short or long-term, and 8) deleting the original form of the message. The document provides examples for some of the processes.
Herman Flamenco successfully completed an Oral Proficiency Interview in Spanish and was rated at the Advanced Low level according to the ACTFL Proficiency Guidelines for speaking. At the Advanced Low level, speakers can participate in informal and some formal conversations on familiar topics, narrate and describe in paragraph-length discourse in all major time frames, and handle complications that may arise in routine situations, though their speech may be strained at times.
This document summarizes a presentation on speaking skills in a second language. It discusses that speaking is often seen as the most difficult skill to master due to the need to consider sociocultural norms, context, and make quick decisions without preparation. Speaking requires mastery of vocabulary, syntax, intonation and discourse markers. Learners can develop compensatory strategies and engage in activities like storytelling and discussions. Maintaining turn-taking, accommodating the listener, and exchanges between native and nonnative speakers are also reviewed. The role of L1 and L2 in interaction and teaching speaking in the classroom are discussed.
Social development club is a leading course content provider of India with a key focus on skilling courseware development. We deliver complete package required to deliver the Skill development program effectively. We develop NCVT and SSC aligned courses of all the domains and for all the schemes.
Contact: sdccourses@gmail.com, http://www.socialdevelopment.club
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
This document outlines proficiency levels in language skills from novice to superior based on two scales: the Government/FSI scale and the ACTFL/ETS scale. It provides descriptions of the language abilities and levels of accuracy associated with novice, intermediate, and advanced proficiency levels based on years of foreign language study.
Pronunciation the implications of segmental and suprasegmental phonology us...dannicklevy
This document discusses various aspects of teaching pronunciation to English language learners. It covers the teacher's role in helping students hear and produce sounds correctly, providing feedback, and assessing progress. It also addresses why pronunciation is important for communication, challenges of teaching it, and how to plan integrated, remedial, and practice lessons focusing on segmental and suprasegmental phonology. The document provides examples of coursebook materials and discusses techniques like drills, use of phonetic symbols, and the importance of teaching pronunciation in context rather than in isolation.
The document discusses several key aspects of teaching spoken English fluency, including clustering to organize speech, using redundancy to clarify meaning, dealing with reduced forms, performance variables in thinking while speaking, ensuring students understand colloquial language and practice it, helping students achieve an acceptable rate of delivery, the importance of stress, rhythm and intonation patterns, and the value of interaction to develop conversational skills.
The document is a score report for Jacqueline Strebe who took an English proficiency exam. She scored 500 out of 500 in overall English abilities as well as in each sub-section of speaking, listening, reading and writing. This places her at the highest level of English mastery, with native-like abilities in all areas. The report also provides sample responses and descriptions of her language skills based on the test results.
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
The document provides an overview of the Common European Framework of Reference for Languages (CEFR) which outlines language ability levels. It includes the following:
1. Descriptions of 6 common reference levels (A1 to C2) that classify speakers of a language based on listening, reading, spoken interaction, written interaction, spoken production, and written production abilities.
2. Illustrative scales that provide sample can-do statements for communicative activities, communication strategies, working with texts, and communicative language competence at each level.
3. Information on copyright for the CEFR descriptive and illustrative scales.
The document discusses top-down and bottom-up listening processes. Top-down listening involves using contextual and schematic knowledge to understand a message, while bottom-up listening involves segmenting sounds and recognizing words without context. It recommends teaching listening strategies like prediction, monitoring comprehension, and evaluation. Specific strategies are outlined for teaching listening skills like understanding stress and intonation patterns, telephone conversations, and speech acts. Effective listening tasks extract topics, details, and evaluate emotional impact. Native and non-native listeners must use contextual and phonological clues to interpret oral messages.
The document summarizes benchmarks for student progress in learning Chinese as a foreign language. It outlines the major proficiency levels from novice to advanced based on the American Council on the Teaching of Foreign Languages guidelines. It then provides examples of tasks and ratings associated with different proficiency levels to assess students' communication skills in interpreting, presenting, and interacting in the target language.
This document outlines the curriculum for an Oral Communication in Context course for senior high school students. The course covers key concepts like the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and skills, analyze functions of communication, demonstrate communicative strategies in different contexts, and proficiently deliver various speech types using effective principles of writing and delivery. The course aims to develop students' listening and speaking abilities for effective oral communication in a variety of situations.
This document discusses enhancing oral interactive work in the foreign language classroom by teaching communicative and negotiation strategies. It describes how students can help each other focus on meaning and form after learning specific strategies. Breakdowns in communication can occur due to issues with language form, meaning, or lack of strategies to continue or make conversations meaningful. The document outlines oral communicative strategies like time-gaining and maintenance strategies. It also describes oral negotiation strategies such as clarification requests, confirmation checks, and comprehension checks that focus on form. Learning these strategies can help students become better listeners, maintain conversations, and focus on both meaning and form.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
This document discusses various types and methods of assessing speaking skills. It describes imitative speaking, which tests pronunciation and comprehension through repetition of words, phrases, and sentences. Intensive speaking assesses grammatical competence through short responses, while extensive speaking evaluates longer monologues. Different task types are outlined for intensive and extensive speaking, such as direct responses, read alouds, and picture-cued storytelling. Scoring speaking presents challenges in clearly defining criteria and establishing reliability.
Discourse and Context in Language Teaching (Listening)GalvanFlor
The document discusses important concepts and strategies related to teaching listening skills to second language learners. It describes the difference between top-down and bottom-up listening processes, and how both are needed for effective comprehension. Top-down listening involves using context and background knowledge, while bottom-up listening focuses on decoding individual sounds and words. The document provides advice on activities to teach specific listening strategies like prediction, monitoring, and evaluation. It also discusses the importance of exposing learners to authentic listening materials like phone conversations and voicemails to improve their interpretive skills.
Brown - 8 Processes Involved in Listening ComprehensionDaniel Beck
The document outlines 8 processes involved in listening comprehension. The processes are: 1) processing raw speech, 2) determining the type of speech, 3) inferring the speaker's objectives, 4) recalling background information, 5) assigning literal meaning, 6) assigning intended meaning, 7) retaining information short or long-term, and 8) deleting the original form of the message. The document provides examples for some of the processes.
Herman Flamenco successfully completed an Oral Proficiency Interview in Spanish and was rated at the Advanced Low level according to the ACTFL Proficiency Guidelines for speaking. At the Advanced Low level, speakers can participate in informal and some formal conversations on familiar topics, narrate and describe in paragraph-length discourse in all major time frames, and handle complications that may arise in routine situations, though their speech may be strained at times.
This document summarizes a presentation on speaking skills in a second language. It discusses that speaking is often seen as the most difficult skill to master due to the need to consider sociocultural norms, context, and make quick decisions without preparation. Speaking requires mastery of vocabulary, syntax, intonation and discourse markers. Learners can develop compensatory strategies and engage in activities like storytelling and discussions. Maintaining turn-taking, accommodating the listener, and exchanges between native and nonnative speakers are also reviewed. The role of L1 and L2 in interaction and teaching speaking in the classroom are discussed.
Social development club is a leading course content provider of India with a key focus on skilling courseware development. We deliver complete package required to deliver the Skill development program effectively. We develop NCVT and SSC aligned courses of all the domains and for all the schemes.
Contact: sdccourses@gmail.com, http://www.socialdevelopment.club
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
This document outlines proficiency levels in language skills from novice to superior based on two scales: the Government/FSI scale and the ACTFL/ETS scale. It provides descriptions of the language abilities and levels of accuracy associated with novice, intermediate, and advanced proficiency levels based on years of foreign language study.
Pronunciation the implications of segmental and suprasegmental phonology us...dannicklevy
This document discusses various aspects of teaching pronunciation to English language learners. It covers the teacher's role in helping students hear and produce sounds correctly, providing feedback, and assessing progress. It also addresses why pronunciation is important for communication, challenges of teaching it, and how to plan integrated, remedial, and practice lessons focusing on segmental and suprasegmental phonology. The document provides examples of coursebook materials and discusses techniques like drills, use of phonetic symbols, and the importance of teaching pronunciation in context rather than in isolation.
The document discusses several key aspects of teaching spoken English fluency, including clustering to organize speech, using redundancy to clarify meaning, dealing with reduced forms, performance variables in thinking while speaking, ensuring students understand colloquial language and practice it, helping students achieve an acceptable rate of delivery, the importance of stress, rhythm and intonation patterns, and the value of interaction to develop conversational skills.
The document is a score report for Jacqueline Strebe who took an English proficiency exam. She scored 500 out of 500 in overall English abilities as well as in each sub-section of speaking, listening, reading and writing. This places her at the highest level of English mastery, with native-like abilities in all areas. The report also provides sample responses and descriptions of her language skills based on the test results.
The document discusses various techniques for teaching speaking skills, including both direct and indirect approaches. It emphasizes using tasks that focus on meaningful communication over language practice. Specific techniques mentioned include conversation practice, transactional activities like ordering from a catalog, and individual oral dialogue journals. Principles for designing speaking techniques include using a variety that cover accuracy and fluency, providing meaningful contexts, feedback, and opportunities for student initiation of oral communication. The document also discusses teaching pronunciation and considerations around error correction.
The document provides an overview of the Common European Framework of Reference for Languages (CEFR) which outlines language ability levels. It includes the following:
1. Descriptions of 6 common reference levels (A1 to C2) that classify speakers of a language based on listening, reading, spoken interaction, written interaction, spoken production, and written production abilities.
2. Illustrative scales that provide sample can-do statements for communicative activities, communication strategies, working with texts, and communicative language competence at each level.
3. Information on copyright for the CEFR descriptive and illustrative scales.
This document discusses various aspects of interpretation, including:
1. What interpretation is, involving expressing a spoken message from one language to another simultaneously or consecutively.
2. Different levels of interpreter skills from minimal to master professional performance. The higher levels demonstrate greater accuracy, nuance, and ability to interpret complex spoken language.
3. The key difference between interpretation, which involves orally translating real-time spoken language, versus translation, which involves converting written text between languages with more time for accuracy.
4. The main modes of interpretation, including simultaneous, consecutive, whispered, relay, liaison and escort interpreting used in different contexts.
This document provides descriptors for various levels of language proficiency according to the Common European Framework of Reference (CEF). It includes descriptors for linguistic competence, pragmatic competence, sociolinguistic competence, discourse competence, and functional competence at different levels. Specifically, it examines the B1 threshold level in detail, providing examples of descriptors for general linguistic range, sociolinguistic appropriateness, discourse competence, and functional competence at the B1 level. It directs the reader to review the B1 illustrative descriptors and watch a video example of an oral exam at the B1 level in order to analyze the examinee's performance based on these descriptors.
The document describes language ability levels based on the Common European Framework of Reference for Languages. It provides descriptors for coherence, interaction, fluency, accuracy, and range of language for levels A1, A2, B1, B2, C1, and C2. The highest levels C1 and C2 involve the ability to use the language seamlessly to express complex ideas on a variety of topics.
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems. The content should focus on building all four language skills namely, LSRW. The main purpose of the Language lab is for self-practice for students, hence user interface should be easy to navigate and does not require any Teacher or facilitator to guide or monitor the student in the learning process
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems. The content should focus on building all four language skills namely, LSRW. The main purpose of the Language lab is for self-practice for students, hence user interface should be easy to navigate and does not require any Teacher or facilitator to guide or monitor the student in the learning process.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
Alex Galvao Fernandes studied General English for 25 weeks from December 9, 2019 to July 31, 2020 at Oscars International. He took 20 lessons per week and achieved an A2+/PreB1 level according to the Common European Framework of Reference for Languages. The certificate was issued by Aoife Harrington, the Director of Studies at Oscars International.
This document provides summaries and links to various support materials for implementing a Common European Framework of Reference for Languages (CEFR)-based approach to curriculum, testing, assessment, and teacher standardization. It includes guidelines and case studies on selecting and implementing CEFR descriptors, developing CEFR-referenced tests and assessments, conducting standardization training, and documenting speaking performance. It also lists resources on EAQUALS certification pre-application procedures and requirements.
The document discusses the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). The CEFR provides a common basis for language learning across Europe through standardized proficiency levels and descriptors. The ELP allows learners to track their language skills and cultural experiences over time. It includes a language passport, biography, and dossier where learners can self-assess and receive feedback. Both tools aim to promote lifelong language learning, cultural diversity, and mutual recognition of language qualifications across Europe.
Cascade lower secondary simplified marang 2017aznina ramli
The document provides an overview of the Common European Framework of Reference (CEFR). It discusses the global impact of the CEFR, describing how it has been adopted by educational systems around the world. It also outlines the six reference levels of the CEFR framework (C2, C1, B2, B1, A2, A1) and distinguishes between the levels. Finally, it discusses key concepts within the CEFR such as its action-oriented approach and perspectives on language teaching and learning.
A Brief Summary Of Speaking Assessment - HD Brown.Nathan Mathis
The document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks focus on pronunciation, while intensive tasks evaluate narrow grammatical skills through directed responses, reading aloud, and picture prompts. Responsive tasks involve short conversations through questions and answers or paraphrasing. Interactive tasks provide longer interactions through discussions, interviews, or role-plays. Proper task design and scoring procedures are important to reliably evaluate speaking skills.
Elizabeth Brown successfully completed an ACTFL Oral Proficiency Interview in Arabic and received a rating of Advanced Low. The Advanced Low level means she can handle a variety of communication tasks related to daily life, though sometimes haltingly, and participate in informal and some formal conversations on familiar topics. She can narrate and describe in different time frames at a paragraph level, with some lack of aspect control, and handle unexpected events in familiar situations through rephrasing.
This document provides an English annual teaching plan for the 2014-2015 school year. It outlines the objectives to help students reach proficiency levels A1.2 and A2.2 in English by focusing on developing their communicative competence and language skills, including listening, speaking, reading and writing. The plan details specific objectives for each year of study and expected outcomes upon graduation at a B1 proficiency level, with the ability to communicate in English to describe experiences, opinions and plans on familiar topics.
The document discusses the stages of writing development from audio storytelling for young children ages 3-4 to fluent writing for older children ages 8-10. It covers the progression from early scribbling to writing individual letters and sounds to writing words and understanding punctuation and capitalization. The stages outlined are: audio storytelling, early emergent writing, emergent writing, transitional writing, and fluent writing. Providing conventional spelling in addition to children's own writing is emphasized as important for supporting writing progress.
The document discusses a workshop on integrating phonology into language teaching according to the ALTE levels. It provides background on the Common European Framework of Reference (CEFR) and the Association of Language Testers in Europe (ALTE), which established common levels aligned with CEFR. The workshop will analyze how phonological aspects can be integrated with other language areas based on these levels. It also outlines the ALTE levels and "Can Do" statements, which define what language learners can do at each level.
A Study Of Factors Affecting EFL Learners English Pronunciation Learning And...Charlie Congdon
This document discusses factors that affect English pronunciation learning for EFL learners and strategies for teaching pronunciation. It begins by explaining the importance of teaching intelligible pronunciation to improve communicative competence. It then describes the segmental and suprasegmental features of English pronunciation, emphasizing that suprasegmental skills like intonation and stress are key to intelligibility. The document concludes that pronunciation is best taught as an integral part of communication through strategies that focus on functional ability over native-like accuracy.
The document discusses skills and strategies for proficient listening at different levels of language proficiency. It explains that reception of a language should precede production to allow internalization. Comprehension involves both top-down and bottom-up processes. Principles for classroom listening include increasing listening time, using both global and selective listening, and developing conscious listening strategies. Skills involve subprocesses like chunking input, while strategies are consciously used operations. Suggestions are provided for teachers to focus students on unstressed endings, function words, and interactive listening strategies.
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CELTA remains highly relevant in teacher training, with over 10,000 teachers completing the course annually in over 70 countries. Employers highly value CELTA qualifications and graduates, seeing them as better organized and prepared teachers. While satisfaction with CELTA is very high, stakeholders provided some suggestions for potential updates, including greater focus on teaching young learners and integrating more digital skills as technology becomes more prevalent in classrooms. CELTA administrators will consider these recommendations as they work to ensure the course continues meeting the needs of diverse candidates and the evolving field of English language teaching.
Chris Moore: Applying the Business Model Canvas to Your Businesseaquals
The document discusses the Business Model Canvas, which is a tool for developing and analyzing business models. It presents the key elements of a business model using the Business Model Canvas template, including customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. It then provides an example of how the Business Model Canvas can be applied to Airbnb's business model.
Chris Moore: Developing Coherent Strategy in Turbulent Timeseaquals
The document discusses developing coherent strategy in turbulent times. It notes that the current environment features changing times, widespread globalization, low barriers to entry, commoditization, market consolidation, and political/economic instability. It emphasizes that strategy is about making deliberate choices to be different from competitors. Some key elements of strategy discussed include the Ansoff Matrix for growth opportunities, value proposition canvassing, and choosing activities differently than rivals. The document then introduces lean strategy, which involves experimenting within strategic boundaries, measuring metrics and market feedback, and learning from experiments to potentially revise the strategy through review.
Elaine Boyd: Feedback from the Perspective of the Learnereaquals
The document summarizes research on international students' perceptions of feedback in tertiary education settings in the UK. It finds that students had disparate understandings of feedback, often seeing it solely as corrections, and were not always receptive to Western pedagogical approaches like peer feedback. Teachers sometimes made assumptions about cultural needs but did not check perceptions with learners. Suggestions are made for improving understanding, such as managing expectations, embedding feedback in learning processes, and providing more training and standardization.
Alex Thorp: Testing tests. Realising the potential of assessment practiceseaquals
The document discusses testing and assessment practices. It provides an overview of contemporary testing approaches, outlines concerns with summative assessment, and presents a test analysis framework. The framework examines test tasks based on candidate characteristics, context validity, and cognitive validity. An example task is analyzed in detail to demonstrate how the framework can determine if a test is fit for its intended purpose.
Chris Farrell: Mentoring as the Foundation for Effective Teacher Developmenteaquals
This document discusses the importance of mentoring for effective teacher development. It outlines some of the roles of mentors, including language teacher, trainer, facilitator, and counselor. It also notes some potential pitfalls for mentors, such as not realizing the extent of their own ignorance or falling into the trap of thinking they know everything. The document examines evidence on current mentoring practices and finds a lack of clarity around mentor roles and little systematic support or training for mentors. It proposes some next steps, such as admitting problems, defining the desired type of teacher, and providing systematic support through a mentoring scheme to foster a culture change in teaching approach.
Duncan Foord: A Coaching Approach to Teacher Developmenteaquals
A coaching approach to teacher development focuses on individualized goals set by teachers rather than pre-determined schemes. It involves helping teachers identify and achieve their own goals, organize their development, monitor motivation levels, discuss obstacles, provide feedback, and lead by example in sharing development efforts. Specific coaching techniques discussed include using the GROW model of goal-setting, providing a variety of development options and resources, and holding regular coaching conversations to facilitate progress. The overall approach aims to empower teachers' agency over their own learning and career paths.
Richard Rossner & Ela Jarosz & Mila Angelova: Managing Language Education_ ho...eaquals
This document discusses a session at the Eaquals International Conference about managing language education. It introduces a series of publications from Oxford University Press and Eaquals called Language Education Management that address challenges in managing language courses. Attendees participated in tasks to identify common management tasks, examine the contents of the three books, and ask questions of the authors about how the books could help with specific challenges.
Martina Limburg: Teaching English with Movies Made Easyeaquals
The document discusses how interactive film transcripts in Mooveez can be used to teach interactive language. It provides 3 key benefits:
1) It exposes students to realistic spoken interactions as models for their own speech. The transcripts are divided into lessons and include features like insights, flashcards, and quizzes that help students understand and learn from the language.
2) The interactive transcripts allow teachers to easily navigate films and focus on specific language details. Features like scrolling and tapping enable close analysis of pronunciation and language chunks.
3) Mooveez provides tools that help students move from awareness of language in the films to appropriating and autonomously using that language in their own speaking practice through activities like role plays
Khadidja Guerrab: Situational Leadership: When to Move on the Leadership Spec...eaquals
The document discusses situational leadership theory, which proposes that leaders should adjust their leadership style based on the development level and competence of their followers. It describes four leadership styles - directing, coaching, supporting, and delegating - that vary based on the amount of direction and support provided. The ideal style matches the follower's development level. If the leader's style does not match the follower's needs, their development level can be increased through guidance, feedback and responsibility. The goal is to build follower skills over time to allow less hands-on leadership styles.
Beccy Wigglesworth: Improving Your Customers Experienceeaquals
This document discusses improving customer experience for a school. It defines customer experience as the complete experience from a customer's perspective. It outlines the customer journey from research to follow up after attending classes. Improving customer experience can increase revenues through higher retention rates, reduced marketing costs, and fewer complaints. The document recommends understanding what matters to customers, putting oneself in their shoes, being proactive about delighting customers at all touchpoints, and continuously measuring and improving the experience. Measuring net promoter scores is presented as a way to gauge customer satisfaction. Improving customer experience can result in higher returns through more customers staying, being less price sensitive, and providing positive word-of-mouth.
John Hughes: Make critical thinking part of your teacher toolkiteaquals
This document discusses making critical thinking part of a teacher's toolkit. It presents Bloom's taxonomy, which categorizes different levels of thinking from lower-order to higher-order skills. The document provides examples of classroom activities that promote basic comprehension to more advanced critical thinking. It encourages incorporating texts, creative thinking exercises, and open-ended approaches into lessons to develop students' critical thinking abilities.
Silvana Richardson: Impactful professional learning for teachers – from input...eaquals
This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.
Damien Lonsdale: Breaking out of the traditional classroom setting with Mobil...eaquals
This document summarizes the features and capabilities of a mobile learning platform for business English students. It includes over 1400 activities across 6 English proficiency levels covering a variety of 21st century skills. The platform allows teachers to build customized courses, assign activities to students, and track student progress. Teachers can also bookmark and share activities with students through direct messaging within the platform.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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
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. 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)
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. 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
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. Categories for mediation
Conceptual Mediation
Facilitating collaborative
interaction with peers
Collaborating to construct
meaning
Managing interaction
Encouraging conceptual
thought
Social/Cultural Mediation
Facilitating pluricultural
space
Acting as an intermediary
Facing delicate situations
and disputes
Broader interpretation
23. Categories for mediation
Conceptual Mediation
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)
Social/Cultural Mediation
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. 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. 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. Categories for mediation
Conceptual Mediation
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. Categories for mediation
Conceptual Mediation
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. Categories for mediation
Conceptual Mediation
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. Categories for mediation
Conceptual Mediation
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
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
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. 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. 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
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. 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. 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