The document summarizes the Common European Framework of Reference for Languages (CEFR). It describes the CEFR as being developed by the Council of Europe to provide a common basis and language for developing language syllabuses, guidelines, textbooks, and teacher training. The CEFR includes a descriptive scheme for describing language proficiency along six ascending levels. It also provides categories for describing language competencies and tasks. The goal is to establish a common understanding of language learning across Europe.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Direito Constitucional - Autonomia AdministrativaPreOnline
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Cursos Grátis (Vídeo Aulas): http://mconcursos.com/cursos-gratis
This power point mentions some points about Curriculum 2013 and CEFR, and their relation with media development. hopefully, it will be useful for anyone ^_^
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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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.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2. 1.Introduction:
The programmes of Council of Europe are co-
coordinated by two complementary bodies;
1. The Language Policy Division in
Strasbourg, France:
It focuses on instruments and
initiatives for the development and
analysis of language education policy
for the countries which have ratified
the European Cultural Convention
Provides a forum for debate on
policy development
2. The European Center for Modern
Languages in Graz, Austria:
It has as its mission the implementation
of language policies, including support
for the policy instruments developed in
Strasbourg
It promotes innovative approaches
Its strategic objectives include the
practice of modern language learning
and teaching
3. 2. The Aims of Language Education Policy
PLURILINGUALISM: to develop a degree of communicative ability in a
number of languages according to needs
LINGUISTIC DIVERSITY: the right to use and to learn one’s language(s) is
protected in Council of Europe Conventions
MUTUAL UNDERSTANDING: the opportunity to learn other languages is an
essential condition for intercultural communication
DEMOCRATIC CITIZENSHIP: participation in democratic and social
processes in multilingual societies is facilitated by plurilingual competence
of individuals
SOCIAL COHESION: equality of opportunity for personal development,
education, mobility etc. depends on access to language learning
4. Language learning is;
For all citizens
For the learners
For intercultural
communication
For life
Language teaching is;
Co-ordinated
Coherent and
transparent
Dynamic
The Principles of Language Education Policy
5. 3.Common European Framework of Reference for
Languages: Learning, teaching, assessment (CEFR)
The CEFR was developed by a Council of Europe international
working party between 1993 and 1996.
It includes a descriptive scheme of language use and learning and
scales of proficiency for the different parameters of this scheme.
The Framework provides a common basis and a common language
for the elaboration of syllabuses, curriculum guidelines, textbooks,
teacher training programmes.
The description is based on an action-oriented approach to language
learning and use.
6. • It provides six ascending levels of proficiency with specific outcomes.
7. • Many countries have used the opportunity of the appearance of the
Framework to stimulate curriculum and examination reforms in
different educational sectors.
8. CONTENT
CHAPTER 1:
defines the
aims,
objectives
and functions CHAPTER 2:
explains the
approach
adopted.
CHAPTER 3:
introduces
the common
reference
levels
CHAPTER 4:
establishes
categories
needed for lx
use and lx
learner.
CHAPTER 5:
categorises
learners
competencies
CHAPTER 6:
process of
language
learning and
teaching
CHAPTER 7:
examines the
role of tasks
CHAPTER 8:
linguistic
diversificatio
n for
curriculum
design.
CHAPTER 9:
assessment
9. The Descriptive Scheme of the CEFR
1. Language use/learning = performing situationally
contexted tasks related to texts
2. Ability to use/learn language is based on the following
Competences:
General competences of a language user/Iearner
Knowledge (savoir)
Skills and know-how (savoir-faire)
Existential competence (savoir-etre)
Ability to learn (savoir-apprendre)
11. Based on these competences language user/learner applies
skills and strategies suitable to perform tasks requiring to engage in
the following language activities:
Reception Production
Interaction Mediation
15. 1. Common Reference Levels - Global scale
• The ‘can do’ descriptors were selected from the internationally
available scales according to the categories of description used in
the CEFR. They were then scaled through a combination of
intuitive, qualitative and quantitative methods.
16.
17. 3. Scales of illustrative descriptors
Developing language competence is described in the illustrative scales
mainly along two broad dimensions:
The Quantity
Dimension: The
number of tasks
persons can perform
successfully by
language use, m what
number of contexts, in
relation to what
number of themes,
domains etc.
The Quality
Dimension: How
effectively and
efficiently the persons
can achieve their goals
through language use.
21. A1
• Has a very basic range of simple expressions about personal details and needs of a
concrete type.
A2
• Has a repertoire of basic language, which enables him/her to deal with everyday situations
with predictable content,
• Can produce brief everyday expressions
• Can use basic sentence patterns and communicate with memorised phrases
B1
• Has enough language to get by, with sufficient vocabulary to express him/herself with
some hesitation and circumlocutions on topics such as family, but lexical limitations cause
repetition and even difficulty with formulation at times.
22. B2
• Can express him/herself clearly and without much sign of having to restrict
what he/she wants to say.
• Has a sufficient range of language to be able to give clear descriptions
C1
• Can select an appropriate formulation from a broad range of language to
express him/herself clearly, without having to restrict what he/she wants to
say.
C2
• Can exploit a comprehensive and reliable mastery of a very wide range of
language tc formulate thoughts precisely, give emphasis, differentiate and
eliminate ambiguity. No signs of having to restrict what he/she wants to say.
23. IV. Relating examinations to the CEFR levels
The growing acceptance of the standards
offered by the Common European Framework of
Reference for Languages has created a situation in
which public bodies, examination institutes,
language schools and university departments
concerned with the teaching and testing of
languages are increasingly interested in relating
their curricula and examinations to the Common
Reference Levels. A problem that arises in this
regard is the question of assuring a consistent
interpretation of the levels in different contexts.