This presentation is part of EBCL Project work disseminated by Dr L Wang and Ms L Suen, on behalf of the SOAS team, University of London, at the Languages, Literatures and Area Studies Conference at Edinburgh University on 05-06/07/2012.
The document discusses project-based learning (PBL) and provides examples of how to incorporate it into classroom lessons. PBL involves assigning students projects that require them to research topics and work together to solve problems. Teachers are encouraged to design projects around real-world issues that motivate students and promote the development of 21st century skills.
The EMBED project aimed to standardize assessment of academic writing and speaking at the University of Groningen using the CEFR. The project team developed assessment procedures using CEFR descriptors and had samples assessed by local and external panels. There was overall agreement but some discrepancies. Results were shared to enhance transparency and bring CEFR-based assessment to higher education. Future work includes applying the approach to other skills and technologies, expanding to other languages, and involving students.
The document discusses models of telecollaboration used in foreign language education. It describes traditional models like eTandem where learners communicate 50% in their native language and 50% in the target language. New models are emerging like multilateral projects using lingua francas beyond English. An ongoing project called INTENT aims to support telecollaboration in European universities through surveys, training resources, and developing networks of partner institutions. Challenges include convincing administrators of the benefits and assessing student learning in these exchanges.
Languages for business: the experience of the lifelong learning programme (ce...Peter Birch
This document summarizes the experience of the Lifelong Learning Programme (LLP), focusing on the Key Activity 2 (KA2) related to languages. It discusses how KA2 has supported projects linking languages and business. Example projects are provided that create language learning materials for specific industries. Lessons learned include the need for more business involvement, improved needs assessment, and focus on strategies rather than just materials. Overall, KA2 has seen increasing interest in languages and business but could better engage businesses and assess language needs.
EUMIND - Europe Meets India - action of COMP@CT network/Euneos Corp. was presented in the workshop at the ESP25 conference on Friday March 11, 2011. The presenters were Ludo Mateusen Netherlands (live online) and K.D.Shijo India (live online). The live online session was moderated by Ilpo Halonen, Finland. on-site.
This document summarizes an iPad pilot project at Gallaudet University that aimed to test using iPads for wireless projection in classes and developing a bilingual ASL-English glossary in Blackboard. The project was funded by a Blackboard accessibility grant. Key aspects summarized include purchasing apps for classroom use through the iTunes volume purchase program, setting up AirPlay mirroring for wireless projection, creating the glossary by posting ASL videos and English definitions, and useful iPad apps for reading, annotating, drawing, and word processing. The timeline for the original and revised project is also outlined.
The document discusses project-based learning (PBL) and provides examples of how to incorporate it into classroom lessons. PBL involves assigning students projects that require them to research topics and work together to solve problems. Teachers are encouraged to design projects around real-world issues that motivate students and promote the development of 21st century skills.
The EMBED project aimed to standardize assessment of academic writing and speaking at the University of Groningen using the CEFR. The project team developed assessment procedures using CEFR descriptors and had samples assessed by local and external panels. There was overall agreement but some discrepancies. Results were shared to enhance transparency and bring CEFR-based assessment to higher education. Future work includes applying the approach to other skills and technologies, expanding to other languages, and involving students.
The document discusses models of telecollaboration used in foreign language education. It describes traditional models like eTandem where learners communicate 50% in their native language and 50% in the target language. New models are emerging like multilateral projects using lingua francas beyond English. An ongoing project called INTENT aims to support telecollaboration in European universities through surveys, training resources, and developing networks of partner institutions. Challenges include convincing administrators of the benefits and assessing student learning in these exchanges.
Languages for business: the experience of the lifelong learning programme (ce...Peter Birch
This document summarizes the experience of the Lifelong Learning Programme (LLP), focusing on the Key Activity 2 (KA2) related to languages. It discusses how KA2 has supported projects linking languages and business. Example projects are provided that create language learning materials for specific industries. Lessons learned include the need for more business involvement, improved needs assessment, and focus on strategies rather than just materials. Overall, KA2 has seen increasing interest in languages and business but could better engage businesses and assess language needs.
EUMIND - Europe Meets India - action of COMP@CT network/Euneos Corp. was presented in the workshop at the ESP25 conference on Friday March 11, 2011. The presenters were Ludo Mateusen Netherlands (live online) and K.D.Shijo India (live online). The live online session was moderated by Ilpo Halonen, Finland. on-site.
This document summarizes an iPad pilot project at Gallaudet University that aimed to test using iPads for wireless projection in classes and developing a bilingual ASL-English glossary in Blackboard. The project was funded by a Blackboard accessibility grant. Key aspects summarized include purchasing apps for classroom use through the iTunes volume purchase program, setting up AirPlay mirroring for wireless projection, creating the glossary by posting ASL videos and English definitions, and useful iPad apps for reading, annotating, drawing, and word processing. The timeline for the original and revised project is also outlined.
Betty Hobkins is a British citizen seeking a position as a European project manager. She has over 20 years of experience working on European youth programs and training initiatives. Her experience includes evaluating training programs, organizing workshops, and conducting research. She is proficient in French and has basic skills in German. Hobkins holds a PhD in e-learning and has strong organizational, teamwork, and intercultural skills.
Presentantion of the 5th Project Meeting in Lodz, Poland of the ETM ProjectImede
The document summarizes the agenda and minutes of the 5th project meeting of the "Every Trainee Matters" partnership. Key discussion points included presenting progress updates on developing a generic training program curriculum, testing the curriculum, addressing publication and dissemination tasks, and ensuring quality of project activities. Next steps included finalizing the curriculum, starting testing, and planning future project meetings in Greece and Spain to continue collaboration.
The document outlines a model for school-based ELL professional development. It includes 4 outcomes: learning about ELL education, a model for PD, experiencing a mini ELL in-service, and receiving resource information. The model involves preparing for PD by identifying questions and priorities. It includes a cultural activity, exploring myths/realities, discussing strategies and lesson planning, and future focus on assessment. A mini-workshop is provided as an example, covering myths, tips, comprehension strategies, and comprehensive lesson plans using SIOP. Resources for further information are also listed.
The document outlines a model for school-based ELL professional development. It includes 4 outcomes: learning about ELL education, a model for PD, experiencing a mini ELL in-service, and receiving resource information. The model involves preparing for PD by identifying questions and priorities. It includes a cultural activity, exploring myths/realities, discussing strategies and lesson planning, and future focus on assessment. A mini-workshop is provided as an example, covering myths, tips, comprehension strategies, and comprehensive lesson plans using SIOP. Resources for further information are also listed.
This curriculum vitae provides biographical information about Riina Vuorikari. It outlines her work experience as a project manager and research analyst focused on technology enhanced learning and eLearning. This includes roles managing several EU-funded projects. It also lists her education qualifications including a PhD from the Open University of the Netherlands and various language skills.
The document summarizes a meeting about the SpeakApps project, an EU-funded initiative from 2011-2012 with 5 university partners. The project aimed to develop online tools, activities, and guides to provide increased opportunities for developing speaking skills in foreign language learning. It targeted language learners as the main group by reaching them through teacher training.
How long did you think digitalized textbook? This slide introduced Korean people's efforts from 2007 to the date in terms of technology and standardization perspectives. From 2011 KERIS investigated the possibility of EPUB3 for base format of digital textbook and it is realized around end of 2012. After this trial they have been giving efforts to converge learning technology such as assessment and learning tools with digital textbook using IMS Global's specifications.
This slide pertain to several web links for EDUPUB workshop outcome as well as Korean digital textbook demo video.
Note: this slide was presented at the WWW Conference 2014.
Ponencia presentada sobre en el XXIII Curso Anual de GRETA en la que se apunta la necesidad de desarrollar distintos modelos de investigación para hacer avanzar el Plan de Fomento de Plurilingüismo.
El Curso se celebró en la Universidad de Jaén, los días 17, 18 y 19 de septiembre.
Innovative Open Educational Resources in European Higher Education – Status ...FernUniversität in Hagen
This document summarizes the results of a Delphi study conducted to understand challenges and visions for open educational resources (OER) in German-speaking higher education. The study involved interviews with 12 experts in OER who identified key hurdles such as low awareness of OER, a lack of initiatives, and uncertainty around usage rights. While experts felt that OER adoption would remain low, they also saw potential benefits if more materials became available. Overall, the experts were optimistic about OER's future role in supporting education and communication, but acknowledged that more work is still needed to realize its potential.
This document discusses the development of a task-based curriculum for intensive language training at a language institute. The curriculum combines one-on-one instruction with native speaker teachers and an online learning environment. It aims to achieve an optimal blend of expertise and technology-enhanced language learning. The Common European Framework of Reference is used to assess language skills and develop courses. A task-based approach matches language tasks to CEFR levels and categorizes them by industry-specific domains. The focus is on combining receptive and productive skills through authentic materials and assignments to promote advanced language use.
Pal gov.tutorial4.session5.lab ontologytoolsMustafa Jarrar
This document provides an overview of ontology tools that can be used to build ontologies. It discusses several popular and freely available tools, including Protégé, TopBraid, SWOOP, VisioModeler, NORMA, DogmaModeler, and how each one can be used to create and edit ontologies. It then focuses on using Protégé, providing a quick user guide on how to perform basic tasks like creating classes and object properties, adding domains and ranges, and viewing the ontology structure as a graph.
Presentation of the Sixth Project meeting in Athens,Greece of the ETM projectImede
The document summarizes an agenda and notes from a project meeting. It discusses the status of the "Every Trainee Matters" project, including a workshop on produced training modules and what defines quality for the partnership. Next steps include publishing articles and newsletters, evaluating training processes, and optimizing quality management. The document also outlines project deliverables, mobility plans between partner countries to exchange information and materials, and issues around lower-than-expected completed mobilities among some partners.
The document provides background information on the Common European Framework of Reference (CEFR). It discusses how the CEFR was developed from earlier documents like Threshold Level to standardize language learning across Europe. It describes the objectives of the CEFR in promoting cooperation in language education and its key components like reference levels, descriptive schemes, and the European Language Portfolio. The CEFR aims to provide a common basis for designing curricula and assessing language skills throughout Europe.
The document summarizes research into the language learning social networking site www.busuu.com. It identifies some of the site's key strengths as providing basic features for free, immediate peer review and chat with native speakers, and flexibility. Weaknesses include a lack of expertise in peer feedback, needing to pay for premium content and higher levels, and room for improvement in learning materials. The research involved studies with learners using the site and practitioner workshops to identify ways the site could be enhanced.
2 training opportunities_at_embl_(helke_hillebrand)phdcareers
This document summarizes the advanced training opportunities available at the European Molecular Biology Laboratory (EMBL). It describes EMBL's international PhD and postdoc programs, which attract over 50 PhD students and 25 postdocs annually. The PhD program provides mentoring, skills courses, and opportunities for independence. Over 95% of EMBL PhD students obtain their degree, with over 75% receiving distinction. After their PhD, 80% of EMBL students pursue academic research careers. The postdoc program hosts around 220 postdocs at a time, with 85% going on to academic research careers after EMBL. EMBL also offers various courses, conferences and a visitors program to support training and skills development at all career levels in
This presentation was developed from an early version presented at the BAAL2011 Conference at University of West of England. It has been made with updated materials for the Association for Research into Education in China Conference hosted by the Institute of Education, University of London, in June 2013.
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
Betty Hobkins is a British citizen seeking a position as a European project manager. She has over 20 years of experience working on European youth programs and training initiatives. Her experience includes evaluating training programs, organizing workshops, and conducting research. She is proficient in French and has basic skills in German. Hobkins holds a PhD in e-learning and has strong organizational, teamwork, and intercultural skills.
Presentantion of the 5th Project Meeting in Lodz, Poland of the ETM ProjectImede
The document summarizes the agenda and minutes of the 5th project meeting of the "Every Trainee Matters" partnership. Key discussion points included presenting progress updates on developing a generic training program curriculum, testing the curriculum, addressing publication and dissemination tasks, and ensuring quality of project activities. Next steps included finalizing the curriculum, starting testing, and planning future project meetings in Greece and Spain to continue collaboration.
The document outlines a model for school-based ELL professional development. It includes 4 outcomes: learning about ELL education, a model for PD, experiencing a mini ELL in-service, and receiving resource information. The model involves preparing for PD by identifying questions and priorities. It includes a cultural activity, exploring myths/realities, discussing strategies and lesson planning, and future focus on assessment. A mini-workshop is provided as an example, covering myths, tips, comprehension strategies, and comprehensive lesson plans using SIOP. Resources for further information are also listed.
The document outlines a model for school-based ELL professional development. It includes 4 outcomes: learning about ELL education, a model for PD, experiencing a mini ELL in-service, and receiving resource information. The model involves preparing for PD by identifying questions and priorities. It includes a cultural activity, exploring myths/realities, discussing strategies and lesson planning, and future focus on assessment. A mini-workshop is provided as an example, covering myths, tips, comprehension strategies, and comprehensive lesson plans using SIOP. Resources for further information are also listed.
This curriculum vitae provides biographical information about Riina Vuorikari. It outlines her work experience as a project manager and research analyst focused on technology enhanced learning and eLearning. This includes roles managing several EU-funded projects. It also lists her education qualifications including a PhD from the Open University of the Netherlands and various language skills.
The document summarizes a meeting about the SpeakApps project, an EU-funded initiative from 2011-2012 with 5 university partners. The project aimed to develop online tools, activities, and guides to provide increased opportunities for developing speaking skills in foreign language learning. It targeted language learners as the main group by reaching them through teacher training.
How long did you think digitalized textbook? This slide introduced Korean people's efforts from 2007 to the date in terms of technology and standardization perspectives. From 2011 KERIS investigated the possibility of EPUB3 for base format of digital textbook and it is realized around end of 2012. After this trial they have been giving efforts to converge learning technology such as assessment and learning tools with digital textbook using IMS Global's specifications.
This slide pertain to several web links for EDUPUB workshop outcome as well as Korean digital textbook demo video.
Note: this slide was presented at the WWW Conference 2014.
Ponencia presentada sobre en el XXIII Curso Anual de GRETA en la que se apunta la necesidad de desarrollar distintos modelos de investigación para hacer avanzar el Plan de Fomento de Plurilingüismo.
El Curso se celebró en la Universidad de Jaén, los días 17, 18 y 19 de septiembre.
Innovative Open Educational Resources in European Higher Education – Status ...FernUniversität in Hagen
This document summarizes the results of a Delphi study conducted to understand challenges and visions for open educational resources (OER) in German-speaking higher education. The study involved interviews with 12 experts in OER who identified key hurdles such as low awareness of OER, a lack of initiatives, and uncertainty around usage rights. While experts felt that OER adoption would remain low, they also saw potential benefits if more materials became available. Overall, the experts were optimistic about OER's future role in supporting education and communication, but acknowledged that more work is still needed to realize its potential.
This document discusses the development of a task-based curriculum for intensive language training at a language institute. The curriculum combines one-on-one instruction with native speaker teachers and an online learning environment. It aims to achieve an optimal blend of expertise and technology-enhanced language learning. The Common European Framework of Reference is used to assess language skills and develop courses. A task-based approach matches language tasks to CEFR levels and categorizes them by industry-specific domains. The focus is on combining receptive and productive skills through authentic materials and assignments to promote advanced language use.
Pal gov.tutorial4.session5.lab ontologytoolsMustafa Jarrar
This document provides an overview of ontology tools that can be used to build ontologies. It discusses several popular and freely available tools, including Protégé, TopBraid, SWOOP, VisioModeler, NORMA, DogmaModeler, and how each one can be used to create and edit ontologies. It then focuses on using Protégé, providing a quick user guide on how to perform basic tasks like creating classes and object properties, adding domains and ranges, and viewing the ontology structure as a graph.
Presentation of the Sixth Project meeting in Athens,Greece of the ETM projectImede
The document summarizes an agenda and notes from a project meeting. It discusses the status of the "Every Trainee Matters" project, including a workshop on produced training modules and what defines quality for the partnership. Next steps include publishing articles and newsletters, evaluating training processes, and optimizing quality management. The document also outlines project deliverables, mobility plans between partner countries to exchange information and materials, and issues around lower-than-expected completed mobilities among some partners.
The document provides background information on the Common European Framework of Reference (CEFR). It discusses how the CEFR was developed from earlier documents like Threshold Level to standardize language learning across Europe. It describes the objectives of the CEFR in promoting cooperation in language education and its key components like reference levels, descriptive schemes, and the European Language Portfolio. The CEFR aims to provide a common basis for designing curricula and assessing language skills throughout Europe.
The document summarizes research into the language learning social networking site www.busuu.com. It identifies some of the site's key strengths as providing basic features for free, immediate peer review and chat with native speakers, and flexibility. Weaknesses include a lack of expertise in peer feedback, needing to pay for premium content and higher levels, and room for improvement in learning materials. The research involved studies with learners using the site and practitioner workshops to identify ways the site could be enhanced.
2 training opportunities_at_embl_(helke_hillebrand)phdcareers
This document summarizes the advanced training opportunities available at the European Molecular Biology Laboratory (EMBL). It describes EMBL's international PhD and postdoc programs, which attract over 50 PhD students and 25 postdocs annually. The PhD program provides mentoring, skills courses, and opportunities for independence. Over 95% of EMBL PhD students obtain their degree, with over 75% receiving distinction. After their PhD, 80% of EMBL students pursue academic research careers. The postdoc program hosts around 220 postdocs at a time, with 85% going on to academic research careers after EMBL. EMBL also offers various courses, conferences and a visitors program to support training and skills development at all career levels in
Similar to EBCL Presentation LLAS2012-Edinburgh (20)
This presentation was developed from an early version presented at the BAAL2011 Conference at University of West of England. It has been made with updated materials for the Association for Research into Education in China Conference hosted by the Institute of Education, University of London, in June 2013.
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"Learn about all the ways Walmart supports nonprofit organizations.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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EBCL Presentation LLAS2012-Edinburgh
1. Language Futures: Languages in Higher Education Conference 2012
European Benchmarking Chinese Language
– Opportunities and Challenges
Lianyi Song, Lik Suen and Liang Wang
SOAS, University of London
2. EBCL project background
Increasing demand and provision for Chinese language
in Europe (and beyond)
- Does the fast expansion in terms of numbers (quantity)
ensure the quality of delivery?
Need for consistency and standardisation in Chinese
language learning, teaching and assessment
Shared interest from colleagues and institutions
University of Edinburgh, 5-6 July 2012 2
3. CEFR impact
European context –
pluralingual in a
multicultural Europe
(European citizens)
International
Day of European Languages?
A framework for
European languages or for
languages used in Europe
(e.g. Japanese, Chinese)?
University of Edinburgh, 5-6 July 2012 3
4. From CEFR to EBCL
Common European Framework
of Reference for Languages:
Learning, teaching assessment
(2001)
European Benchmarking
Chinese Language Project
(Nov 2010)
http://ebcl.eu.com/
University of Edinburgh, 5-6 July 2012 4
5. CEFR/EBCL feature – 1
4 domains 6 key language
Personal proficiency levels
Public
Educational Proficient
user
Occupational
3 contexts
Independent
Formal user
Informal
Non-formal Basic
user
University of Edinburgh, 5-6 July 2012 5
6. CEFR/EBCL feature – 2
Action-oriented Can-do statements (‘what’ vs. ‘how’)
Global scales
+ illustrative
descriptors
Assessor
+ assessee
University of Edinburgh, 5-6 July 2012 6
7. CEFR/EBCL feature – 3
Communicative activities and communication
strategies
Reception
(Spoken/Written)
Production
(Spoken/Written)
Interaction
(Spoken/Written)
University of Edinburgh, 5-6 July 2012 7
8. CEFR/EBCL competence range (adapted from Zhang 2011)
CEF Can-do Notions and functions
Statements embedded in socio-cultural contexts
C2 Notions
Texts
C1 Operations Topics Notions
B2 Events Themes Notions
Objects
B1 Topics Notions
Persons
A2 Notions
Institution
A1 Location Functions Sub-functions Functions
Domains Personal Public Educational Occupational
University of Edinburgh, 5-6 July 2012 8
9. EBCL project objectives
To raise awareness of socio-
To propose a framework of cultural and linguistic differences
competence descriptors for between Chinese and European
Chinese in European context languages
EBCL Project
To create a network in Europe To start a dynamic database of
and beyond for teachers and universities (and other institutions)
institutions concerned in Europe that offer Chinese
language courses
University of Edinburgh, 5-6 July 2012 9
10. EBCL project partners
Freie
La
University Rennes II SOAS
Sapienza
Berlin
GE FR IT UK GE FR IT UK
Project partners Associated schools
Advisory Board
University of Edinburgh, 5-6 July 2012 10
11. EBCL project methodology
Intuitive, qualitative approach
Prescriptive vs. descriptive
ELP/EAQULAS
Data 1
Data 2
Proposed EBCL
Data 3 CEFR Descriptors Descriptors
…
Data n
Japanese/Chinese
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12. EBCL major resources
Bank of CEFR related Descriptors:
CEFR descriptors
ELP (European Language Portfolio) self assessment descriptors
EAQUALS (European Association for Quality Language Services)
bank of descriptors
Japanese Foundation ‘Can do’ statements
International Curriculum for Chinese Language Education 国际汉语
教学通用课程大纲 (Beijing, 2010)
Profiles of major European languages
Profilo della lingua italiana (Florence, 2010)
Profile Deutsch (Berlin, 2005)
Niveau A1 pour le français (Paris, 2007)
English Profile (Cambridge, 2012)
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13. EBCL project timelines
10/2010 - 05/2011 20-21/05/2011 - 10/2011 14-15/10/2011
Project Survey + Rome Proposed Paris Seminar:
launch Case Seminar: framework open
(London) studies; report and components at consultation
Project development A1/A2 levels; and
web examples development
- 04/2011 27-29/04/2012 - 07/2012 19-20/07/2012 10/2012
Refined Berlin Proposed B1 London Brussels
A1/A2 levels Seminar: level of Seminar: symposium:
of framework open framework B1-level promotion and
(descriptors+ consultation descriptors further
samples) and product development
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14. EBCL proficiency levels
Note: EBCL criterion levels
(A1=A1.2, A2=A2.2, B1=B1.2,
B2=B2.2; C1=C1.2)
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15. EBCL project progress – 1
Revised A1/A2/B1.1 level descriptors and samples
Reception (6 categories)
Production (5 categories) Spoken
Interaction (9 categories)
Strategies (7 categories)
Reception (5 categories)
Production (3 categories) Written
Interaction (3 categories)
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16. EBCL project progress – 2
Generic and illustrative descriptors (A1-A2)
Socio-linguistic components Pragmatic components
(themes and topics) (language functions)
Linguistic components Intercultural components
(vocabulary/character, (knowledge, attitude, skill
grammar, grapheme, etc.) s, awareness)
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17. EBCL project challenge – 1
Different backgrounds and varieties of Chinese language
Use of Chinese in Europe vs. use of Chinese in Greater
China
Overlapping
Complementary
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18. EBCL project challenge – 2
Lack of corpora for real-life use of language
Spoken form vs written form
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19. EBCL project challenge – 3
The gap between EBCL and CEFR
Graphemic element
Number of vocabulary (lexical items)
The integration of the intercultural dimension
Being (doing + knowing)
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20. EBCL project challenge – 4
International collaboration
Intercultural mediation and management
Time, funding
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21. EBCL implications
Standardisation and sustainability
Comparability of learning outcomes (with other
CEFR-based European languages)
Syllabus and course design
Material/textbook development
Assessment
Policy making
Employability
Language certificate
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22. EBCL project next steps
Disseminate and pilot the outcomes (A1.1-B1.2) at
universities, schools, and enterprises for modification
and improvement
Move up to C1 level descriptors to provide a complete set
of descriptors in line with CEFR
Flesh out the framework with adequate samples at
different levels for compiling the Chinese Profile
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23. EBCL Survey – UK HE
EBCL Internet Survey May 2011
Among 190 universities in the UK, 92 university run
various Chinese courses.
6 universities in Ireland have various Chinese courses
The number has been growing
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24. EBCL Survey – UK HE
Types of courses
Degree courses (single)
Degree courses (combined)
Credit courses (open access)
Diploma courses
Evening courses
Confucius institute courses
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25. EBCL survey – UK HE
Contact hours
Majority 1.5-2 hours per week, teaching 14-30 weeks per
year
Diploma courses 3-4 hours per week, 20-22 weeks per
year
Degree courses 6 hours per week, 20-22 weeks per year
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26. UK HE-CEFR level (?)
A sample from a university
4 hours per week, 22 weeks, total 88 hours
4 language skills
With background of learning other European
languages
Fast track course
Achieve A2
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27. Schools CEFR
UK
It normally takes 3 years school education to sit GCSE
Chinese exam, which is A2 (C grade +). It is roughly
equivalent to 350 hours.
SLO ( National expertisecentrum leerplanontwikkeling of Netherlands )
Suggested 480 contact sessions over 3 years to achieve
A2.
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28. Taiwan, Test Of Chinese as a Foreign Language (
Reading)
A1: Level 1, 180 hours (1-2 years) 500 words
A2: Level 2, 480-720 hours (1-2 years), 800 words
B1: Level 3, 720-960 hours (2-3 years), 1500 words
B2: Level 4, 960-1920 hours (3-4 years), 5000 words
C1: Level 5, More than 1920 hours, 8000 words
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29. Possible solutions
Set separate target for different skills.
Listening and Speaking skills can be developed at a
similar speed to other modern languages.
Reading skill will be developed rather slowly but need to
be included in the teaching plan. Chinese characters
need to be taught although in small number
Writing skill can be developed and assessed via using
computer , not ideal for character learning but can
release lots of time for the development of other skills.
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30. What’s coming up…
Brussels Symposium, Oct 2012 (Date/Venue TBC)
Updated information about the project, please visit
http://ebcl.eu.com/
Contact:
Lik Suen, lx@soas.ac.uk
Liang Wang, l.wang@soas.ac.uk
Lianyi Song, ls2@soas.ac.uk (Coordinator)
Acknowledgement:
We are grateful to Dr George Zhang, who led the project between 11/2010 and
11/2011, for his contribution to the development of this project work.
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