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.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
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. 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. 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
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. 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. 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. 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
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