The document discusses the construct and design of the Cambridge Young Learners English (YLE) tests in relation to the Common European Framework of Reference for Languages (CEFR). It addresses how the YLE tests reflect learners' linguistic progression, cognitive development, and social aspects at different ages. Studies have demonstrated empirical links between YLE levels and CEFR proficiency levels. While the YLE tests embody many CEFR activities and competencies, some aspects of young learners' performance are not fully captured, such as developing literacy skills. The document recommends further research on describing YLE performance and developing can-do statements for young learners to complement the CEFR.
Uprb ingl 3225 introduccion a la linguistica a maestros de ingles del nivel e...Petrin Fiol Silva
This course is an introduction to linguistics that meets for 8 hours per week over 15 weeks. It covers topics like morphology, syntax, phonology, language acquisition, and psycholinguistics. Students will learn to identify fundamental properties of language, analyze linguistic elements, and explain issues in linguistics. Evaluation includes quizzes, assignments, journals, and a pre-test and post-test, with grades on a 500-point scale. The course schedule outlines weekly topics over the semester. Classroom rules require respect, participation, preparation, and use of English.
Making Young Learners Independent the LEGO methodNettie Boivin
The document discusses strategies for teaching English to young learners (TEYL). It begins by outlining 10 truths of TEYL, including differences between lower and upper primary students and the distinction between social language and cognitive academic language. The document then discusses cognitive, emotional, and social differences between child learners and young learners. It proposes using reflective tools like the L.E.G.O. model and Critical Interaction Moments to help overcome constraints in the language learning ecology. The document concludes by emphasizing that educators must consider students' needs and constraints above rigid pedagogy.
The document discusses criteria and practices for Chinese language placement in college from two institutions - Massachusetts Institute of Technology (MIT) and Northeastern University (NEU). It provides an overview of standards like the ACTFL 5Cs and proficiency guidelines that inform placement. MIT places students primarily through face-to-face assessment based on textbook skills, while NEU developed an online placement test in Qualtrics assessing different language elements. Both schools aim to better articulate expectations between high school and college Chinese programs to facilitate student language learning. The presentation seeks to promote open discussion on improving placement practices.
The document provides information about a symposium on meeting the needs of English learners (ELs) with disabilities. It discusses research showing ELs receiving little language support are most likely to be referred to special education. The presentation topics include referral of ELs to special education, assessment of ELs for special education, developing linguistically appropriate individualized education programs (IEPs), best practices for teaching ELs with disabilities, and reclassifying ELs. It also discusses California's new English language development standards and supports on the Smarter Balanced assessment for ELs.
The document provides information about the TExES Core Subjects 4-8 exam, including details about its structure, content, and standards. It is divided into four subject tests covering English Language Arts and Reading, Mathematics, Social Studies, and Science. For each subject test, the document lists the standards assessed and provides a brief description of each standard. It also includes sample multiple-choice questions and answers to help prepare test-takers for the exam.
This document provides an overview of Module 2 of a CTEL exam preparation course. It covers several domains related to teaching English learners, including assessment, foundations of English language development, approaches and methods for instruction, and using resources effectively. Key topics discussed include the history of bilingual education in the US, ELD standards, SDAIE instructional strategies, grouping students, and the Natural Approach and Total Physical Response language teaching methods.
A Second Look at Student-Initiated Feedback in Foreign Language Writing Melanie Gonzalez
This study examined student-initiated feedback during writing workshops in beginning French classes over two semesters. The researchers found that students predominantly asked linguistic questions about vocabulary and syntax. Students also often asked undirected questions seeking confirmation that their work was correct. Overall, students felt the feedback helped them complete their writing tasks and learn. The high proportion of linguistic questions may reflect the students' low proficiency level. Further research could examine students at higher levels and focus on one class over time.
Uprb ingl 3225 introduccion a la linguistica a maestros de ingles del nivel e...Petrin Fiol Silva
This course is an introduction to linguistics that meets for 8 hours per week over 15 weeks. It covers topics like morphology, syntax, phonology, language acquisition, and psycholinguistics. Students will learn to identify fundamental properties of language, analyze linguistic elements, and explain issues in linguistics. Evaluation includes quizzes, assignments, journals, and a pre-test and post-test, with grades on a 500-point scale. The course schedule outlines weekly topics over the semester. Classroom rules require respect, participation, preparation, and use of English.
Making Young Learners Independent the LEGO methodNettie Boivin
The document discusses strategies for teaching English to young learners (TEYL). It begins by outlining 10 truths of TEYL, including differences between lower and upper primary students and the distinction between social language and cognitive academic language. The document then discusses cognitive, emotional, and social differences between child learners and young learners. It proposes using reflective tools like the L.E.G.O. model and Critical Interaction Moments to help overcome constraints in the language learning ecology. The document concludes by emphasizing that educators must consider students' needs and constraints above rigid pedagogy.
The document discusses criteria and practices for Chinese language placement in college from two institutions - Massachusetts Institute of Technology (MIT) and Northeastern University (NEU). It provides an overview of standards like the ACTFL 5Cs and proficiency guidelines that inform placement. MIT places students primarily through face-to-face assessment based on textbook skills, while NEU developed an online placement test in Qualtrics assessing different language elements. Both schools aim to better articulate expectations between high school and college Chinese programs to facilitate student language learning. The presentation seeks to promote open discussion on improving placement practices.
The document provides information about a symposium on meeting the needs of English learners (ELs) with disabilities. It discusses research showing ELs receiving little language support are most likely to be referred to special education. The presentation topics include referral of ELs to special education, assessment of ELs for special education, developing linguistically appropriate individualized education programs (IEPs), best practices for teaching ELs with disabilities, and reclassifying ELs. It also discusses California's new English language development standards and supports on the Smarter Balanced assessment for ELs.
The document provides information about the TExES Core Subjects 4-8 exam, including details about its structure, content, and standards. It is divided into four subject tests covering English Language Arts and Reading, Mathematics, Social Studies, and Science. For each subject test, the document lists the standards assessed and provides a brief description of each standard. It also includes sample multiple-choice questions and answers to help prepare test-takers for the exam.
This document provides an overview of Module 2 of a CTEL exam preparation course. It covers several domains related to teaching English learners, including assessment, foundations of English language development, approaches and methods for instruction, and using resources effectively. Key topics discussed include the history of bilingual education in the US, ELD standards, SDAIE instructional strategies, grouping students, and the Natural Approach and Total Physical Response language teaching methods.
A Second Look at Student-Initiated Feedback in Foreign Language Writing Melanie Gonzalez
This study examined student-initiated feedback during writing workshops in beginning French classes over two semesters. The researchers found that students predominantly asked linguistic questions about vocabulary and syntax. Students also often asked undirected questions seeking confirmation that their work was correct. Overall, students felt the feedback helped them complete their writing tasks and learn. The high proportion of linguistic questions may reflect the students' low proficiency level. Further research could examine students at higher levels and focus on one class over time.
This document summarizes a study on common grammatical errors in writing by English as a Second Language (ESL) learners at a Malaysian boarding school. The study has several objectives: to identify the most common grammatical errors, determine why these errors are committed, and provide suggestions to minimize errors. Previous research has found errors with pronouns, verbs, nouns, prepositions and more. Common causes of errors include interference from the first language and lack of grammar knowledge. The document reviews literature on grammar instruction, distinguishing errors from mistakes, common errors found in other studies, and perspectives on feedback. It concludes by outlining the research methodology, which involves a case study analyzing students' writing samples to identify errors and their causes
3. 7 article june edition vol 9 no 1 2016 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The document discusses Bloom's Taxonomy and Webb's Depth of Knowledge (DOK). Bloom's Taxonomy organizes thinking skills into lower and higher order skills, while DOK classifies thinking skills into four levels of depth or rigor. The document explains that DOK aims to connect Bloom's Taxonomy to more cognitively demanding tasks outlined in standards. It provides examples showing how the same verb can represent different DOK levels depending on context. The document emphasizes that DOK classification depends on the cognitive demand of an assessment item rather than the particular verb used. Teachers are encouraged to use Bloom's and DOK frameworks together to design more rigorous and differentiated lessons and assessments.
Winke, gass, and syderenko presentationJohn Whalen
This study examined the effects of captioning on listening comprehension and vocabulary learning in foreign language videos. 154 language learners watched nature videos in their target language with different captioning conditions. The findings showed that captioned videos led to better comprehension and vocabulary scores than non-captioned videos. Viewing videos with captions first improved performance on later listening tests but not reading tests. The benefits of caption order did not significantly differ by language or proficiency level. However, the study had limitations such as using the same videos for all proficiency levels and not fully accounting for variables like prior knowledge or curriculum differences.
Directed Self Placement for Multilingual WritersMelanie Gonzalez
This presentation at the 2017 TESOL Annual Convention and Exhibit in Seattle examines questionnaire and interview data regarding multilingual writers’ experiences using Directed Self-Placement (DSP) in a first-year composition program at a four-year university. We validate DSP as an empowering tool allowing multilingual college writers to build autonomy by deciding the writing course that meets their needs.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
English Language Teaching in Indonesia (TEFLIN)
Teaching English to Speakers of Other Languages (TESOL)
Second language acquestion errors analysisjanechristinea
This document discusses grammatical errors made by Swedish students learning English as a second language. It aims to analyze and compare the types of errors made by junior and senior secondary students. The study will identify the most common grammatical errors, examine similarities and differences between the two groups, and explore possible reasons for differences. Understanding learners' errors can help improve teaching methods and aid students in better acquiring English grammar. The document provides background on second language acquisition and error analysis theory, which serves as the framework for the study.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
The document summarizes a webinar on setting language objectives for English language learners. It includes an agenda for the webinar covering topics such as how instruction for ELLs is changing, the importance of language objectives, leveraging WIDA resources, and creating language objectives step-by-step. It provides examples of differentiating language objectives for different levels of ELL students based on WIDA standards and models. The webinar aims to help participants gain practical tips for developing language objectives tailored to individual ELLs or groups of ELLs at similar language levels.
This document summarizes Luis Emilio Flores Leiva's action research project on implementing an English unit focused on environmental issues with 10th grade students in Chile. The unit utilized various communicative and technology-based activities to develop students' English skills. Assessments included an essay and video interview assignment. While the essay helped develop writing skills, students lacked supporting arguments. The interviews were collaborative and creative but some lower-achieving students did not fully participate. Overall, the unit helped students improve their English communicative competencies, but individual self-evaluations and additional interactive activities could further enhance student learning and participation.
The Academic writing performance and Spelling Errors Malik Jabr Albalawi مال...malikjabr
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
Lecturers' Perceptions of English Abilities and Language Use in English-Mediu...Ali Karakaş
This document outlines a study conducted by Ali Karakaş at Southampton University that examined lecturers' perceptions of their own English abilities and language use at English-medium universities in Turkey. The study surveyed 33 lecturers across 3 universities using an online questionnaire. The results showed that lecturers generally rated their English proficiency as good or excellent, though some reported difficulties with speaking fluency. Lecturers' goals for academic language skills emphasized competence over native-like proficiency. They viewed Turkish students' English abilities less positively than non-Turkish students'.
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
An experiment in the use of content and languageAlexander Decker
This study examined the effectiveness of combining Content and Language Integrated Learning (CLIL) and genre process writing to enhance students' writing skills. An experiment was conducted with one group receiving CLIL and genre process writing instruction, while the other group received traditional instruction. Pre- and post-tests showed the experimental group made greater gains in writing grammar, with statistically significant differences between the groups in the post-test. The results suggest CLIL combined with genre process writing can more effectively improve students' writing abilities than traditional instruction alone.
Which test of which english and why (1)TayyibaHanif
Which test of which English and why by Tayyiba Hanif and colleagues. It is a very important topic in World Englishes. This material help you a lot in understanding the topic. Thanks!
Language Gardening Practices of English-Medium Instruction Teachers in Higher...Ali Karakaş
This document summarizes a study on the language gardening practices and orientations of English-medium instruction teachers in Turkish higher education. The study examined how content teachers view their students' written and spoken English use, and whether their expectations differ from language teachers. Findings show content teachers prefer standard English in academic writing but are more tolerant of variation in speaking as long as meaning is clear. Language teachers expect stronger conformity to standard English. Overall, the study provides insight into language policy beliefs and practices in Turkish universities that use English as the primary language of instruction.
Academic English language policies and their impacts on language practices in...Ali Karakaş
Conference Paper: Academic English language policies and their impacts on language practices in English-medium universities.
ResearchGate. Available from: https://www.researchgate.net/profile/Ali_Karakas3/publications [accessed Mar 23, 2015].
This document provides an overview of the key topics covered in Module 3 of the CTEL exam, which focuses on culture and inclusion. It includes 8 domains: 1) culture and cultural diversity and their relationship to academic achievement, 2) culturally inclusive instruction, 3) the role of culture in the classroom, 4) culturally inclusive learning environments, 5) family and community involvement, and 6) culturally inclusive curriculum and instruction. For each domain, it lists the main topics and concepts covered, and provides sample multiple choice questions testing knowledge of that domain.
CLB & CEFR Informed Creation of Learning Outcomesmburri
This document summarizes a presentation about using the Canadian Language Benchmarks (CLB) and the Common European Framework of Reference for Languages (CEFR) to develop learning outcomes for an English for Academic Purposes program with 7 levels. The program prepares international students for entry into a technical college. The frameworks were combined to address both social language skills and academic skills. Learning outcomes were designed to be level-specific and based on student needs. While development took time, the frameworks provide complementary guidance. Continued evaluation is needed as student needs change.
Multiculturalism & LfA: Addressing the Challenges by LeeAnn Stone Ed.D.mlang-events
This document discusses challenges and strategies for language programs in universities. The top five challenges are: 1) Keeping students engaged throughout their language courses, 2) Securing support and buy-in from university leadership, 3) Obtaining sufficient resources and funding, 4) Addressing logistical timetabling issues, and 5) Ensuring consistent teaching quality. Overcoming these obstacles will require partnership across different stakeholders, including governments, schools, employers, and students themselves.
This document summarizes a study on common grammatical errors in writing by English as a Second Language (ESL) learners at a Malaysian boarding school. The study has several objectives: to identify the most common grammatical errors, determine why these errors are committed, and provide suggestions to minimize errors. Previous research has found errors with pronouns, verbs, nouns, prepositions and more. Common causes of errors include interference from the first language and lack of grammar knowledge. The document reviews literature on grammar instruction, distinguishing errors from mistakes, common errors found in other studies, and perspectives on feedback. It concludes by outlining the research methodology, which involves a case study analyzing students' writing samples to identify errors and their causes
3. 7 article june edition vol 9 no 1 2016 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The document discusses Bloom's Taxonomy and Webb's Depth of Knowledge (DOK). Bloom's Taxonomy organizes thinking skills into lower and higher order skills, while DOK classifies thinking skills into four levels of depth or rigor. The document explains that DOK aims to connect Bloom's Taxonomy to more cognitively demanding tasks outlined in standards. It provides examples showing how the same verb can represent different DOK levels depending on context. The document emphasizes that DOK classification depends on the cognitive demand of an assessment item rather than the particular verb used. Teachers are encouraged to use Bloom's and DOK frameworks together to design more rigorous and differentiated lessons and assessments.
Winke, gass, and syderenko presentationJohn Whalen
This study examined the effects of captioning on listening comprehension and vocabulary learning in foreign language videos. 154 language learners watched nature videos in their target language with different captioning conditions. The findings showed that captioned videos led to better comprehension and vocabulary scores than non-captioned videos. Viewing videos with captions first improved performance on later listening tests but not reading tests. The benefits of caption order did not significantly differ by language or proficiency level. However, the study had limitations such as using the same videos for all proficiency levels and not fully accounting for variables like prior knowledge or curriculum differences.
Directed Self Placement for Multilingual WritersMelanie Gonzalez
This presentation at the 2017 TESOL Annual Convention and Exhibit in Seattle examines questionnaire and interview data regarding multilingual writers’ experiences using Directed Self-Placement (DSP) in a first-year composition program at a four-year university. We validate DSP as an empowering tool allowing multilingual college writers to build autonomy by deciding the writing course that meets their needs.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
English Language Teaching in Indonesia (TEFLIN)
Teaching English to Speakers of Other Languages (TESOL)
Second language acquestion errors analysisjanechristinea
This document discusses grammatical errors made by Swedish students learning English as a second language. It aims to analyze and compare the types of errors made by junior and senior secondary students. The study will identify the most common grammatical errors, examine similarities and differences between the two groups, and explore possible reasons for differences. Understanding learners' errors can help improve teaching methods and aid students in better acquiring English grammar. The document provides background on second language acquisition and error analysis theory, which serves as the framework for the study.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
The document summarizes a webinar on setting language objectives for English language learners. It includes an agenda for the webinar covering topics such as how instruction for ELLs is changing, the importance of language objectives, leveraging WIDA resources, and creating language objectives step-by-step. It provides examples of differentiating language objectives for different levels of ELL students based on WIDA standards and models. The webinar aims to help participants gain practical tips for developing language objectives tailored to individual ELLs or groups of ELLs at similar language levels.
This document summarizes Luis Emilio Flores Leiva's action research project on implementing an English unit focused on environmental issues with 10th grade students in Chile. The unit utilized various communicative and technology-based activities to develop students' English skills. Assessments included an essay and video interview assignment. While the essay helped develop writing skills, students lacked supporting arguments. The interviews were collaborative and creative but some lower-achieving students did not fully participate. Overall, the unit helped students improve their English communicative competencies, but individual self-evaluations and additional interactive activities could further enhance student learning and participation.
The Academic writing performance and Spelling Errors Malik Jabr Albalawi مال...malikjabr
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
Lecturers' Perceptions of English Abilities and Language Use in English-Mediu...Ali Karakaş
This document outlines a study conducted by Ali Karakaş at Southampton University that examined lecturers' perceptions of their own English abilities and language use at English-medium universities in Turkey. The study surveyed 33 lecturers across 3 universities using an online questionnaire. The results showed that lecturers generally rated their English proficiency as good or excellent, though some reported difficulties with speaking fluency. Lecturers' goals for academic language skills emphasized competence over native-like proficiency. They viewed Turkish students' English abilities less positively than non-Turkish students'.
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
An experiment in the use of content and languageAlexander Decker
This study examined the effectiveness of combining Content and Language Integrated Learning (CLIL) and genre process writing to enhance students' writing skills. An experiment was conducted with one group receiving CLIL and genre process writing instruction, while the other group received traditional instruction. Pre- and post-tests showed the experimental group made greater gains in writing grammar, with statistically significant differences between the groups in the post-test. The results suggest CLIL combined with genre process writing can more effectively improve students' writing abilities than traditional instruction alone.
Which test of which english and why (1)TayyibaHanif
Which test of which English and why by Tayyiba Hanif and colleagues. It is a very important topic in World Englishes. This material help you a lot in understanding the topic. Thanks!
Language Gardening Practices of English-Medium Instruction Teachers in Higher...Ali Karakaş
This document summarizes a study on the language gardening practices and orientations of English-medium instruction teachers in Turkish higher education. The study examined how content teachers view their students' written and spoken English use, and whether their expectations differ from language teachers. Findings show content teachers prefer standard English in academic writing but are more tolerant of variation in speaking as long as meaning is clear. Language teachers expect stronger conformity to standard English. Overall, the study provides insight into language policy beliefs and practices in Turkish universities that use English as the primary language of instruction.
Academic English language policies and their impacts on language practices in...Ali Karakaş
Conference Paper: Academic English language policies and their impacts on language practices in English-medium universities.
ResearchGate. Available from: https://www.researchgate.net/profile/Ali_Karakas3/publications [accessed Mar 23, 2015].
This document provides an overview of the key topics covered in Module 3 of the CTEL exam, which focuses on culture and inclusion. It includes 8 domains: 1) culture and cultural diversity and their relationship to academic achievement, 2) culturally inclusive instruction, 3) the role of culture in the classroom, 4) culturally inclusive learning environments, 5) family and community involvement, and 6) culturally inclusive curriculum and instruction. For each domain, it lists the main topics and concepts covered, and provides sample multiple choice questions testing knowledge of that domain.
CLB & CEFR Informed Creation of Learning Outcomesmburri
This document summarizes a presentation about using the Canadian Language Benchmarks (CLB) and the Common European Framework of Reference for Languages (CEFR) to develop learning outcomes for an English for Academic Purposes program with 7 levels. The program prepares international students for entry into a technical college. The frameworks were combined to address both social language skills and academic skills. Learning outcomes were designed to be level-specific and based on student needs. While development took time, the frameworks provide complementary guidance. Continued evaluation is needed as student needs change.
Multiculturalism & LfA: Addressing the Challenges by LeeAnn Stone Ed.D.mlang-events
This document discusses challenges and strategies for language programs in universities. The top five challenges are: 1) Keeping students engaged throughout their language courses, 2) Securing support and buy-in from university leadership, 3) Obtaining sufficient resources and funding, 4) Addressing logistical timetabling issues, and 5) Ensuring consistent teaching quality. Overcoming these obstacles will require partnership across different stakeholders, including governments, schools, employers, and students themselves.
BrianNorthWhat does the CEFR mean in practice? What's new?eaquals
This document discusses the Common European Framework of Reference for Languages (CEFR) and its relevance and applications. It provides an overview of key aspects of the CEFR including its aims to stimulate reflection on language teaching practices and provide common reference points for describing language proficiency levels. It describes the CEFR levels and their salient characteristics. It also discusses how the CEFR can be used for joined-up thinking in language planning, teaching, and assessment. Specifically, it discusses how the CEFR can be used to provide "can do" statements to signpost learning objectives, and how its descriptors can help specify teaching content and assessment criteria.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language learning, teaching and assessment. It was developed by the Council of Europe between 1989-1996. The main purposes of the CEFR are to provide a method for teaching, learning and assessing languages, and to set common standards so that language qualifications can be recognized across Europe. It divides learners into 6 levels of proficiency and defines the language skills students should develop at each level, including understanding, speaking, and writing.
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.
Morphemes, Cognates, & Vocabulary: A Governor's Teacher Network StudyKenneth McKee
Leverage morphological and cognate knowledge to
improve Tier 2 vocabulary, a significant barrier for
English Language Learners' success. An instructional
framework and multiple strategies will be featured
in this Governor's Teacher Network session.
The document discusses teaching English to young learners. It covers 10 truths of teaching English to young learners, including differences between lower and upper primary students and between social language and cognitive academic language. It also discusses cognitive, emotional, and social differences between child learners and young learners. Learning strategies and using reflective tools to address constraints in the language learning ecology are proposed.
This is a PPT set for a paper, "Content teachers' attitudes toward English language learners after SIOP." presented by Kim Song (first author) on March 26, 2010.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
This document summarizes a workshop on theories of second language acquisition and their connections to foreign language teaching practices. The workshop goals are to review SLA theories, ACTFL Proficiency Guidelines, Standards for Language Learning, and discuss how these relate to classroom instruction and the role of grammar teaching. Key SLA theories discussed include Chomsky's Universal Grammar, Krashen's Monitor Model, communicative competence, and sociocultural learning theory. Participants reflect on linking theories to practices and challenges in the field.
Bautista, N., Castañeda, M. (2011). Teaching science to ELLs, part I. The sc...SamRugumamu
This document provides strategies for science teachers to effectively teach English language learners (ELLs). It discusses five levels of English language proficiency and the importance of identifying each student's level. It outlines key planning strategies for teachers, including aligning content and language objectives and linking lessons to students' backgrounds. For instruction, it recommends providing comprehensible input and opportunities for interaction and output. It also suggests using performance-based assessments to evaluate what students have learned without focusing on language. The document aims to help all students succeed in science by giving teachers research-backed approaches to accommodating ELLs.
The document summarizes a study that investigated the effectiveness of applying cooperative learning methods to English as a foreign language (EFL) classrooms in a technological university in Taiwan. It discusses the research questions, literature review on cooperative learning and related topics, methodology including participants, instruments, procedures, and data analysis. The study compared the effects of cooperative learning methods (STAD and Jigsaw II) to traditional learning methods on students' learning achievement, learning style preferences, and motivation.
Ppt for final defense0519 teresa final versionlynn3940
The document summarizes a study on applying cooperative learning in an EFL classroom. It outlines the study's purposes, which were to investigate the effectiveness of cooperative learning vs traditional lectures on students' English skills and learning, and to examine differences in learning styles and motivation. The methodology section describes instruments, participants, procedures and experimental design, which involved testing students in cooperative vs traditional lecture-based learning conditions over one semester.
Ppt for final defense0524 teresa final versionlynn3940
The document summarizes a study on applying cooperative learning to an English as a foreign language (EFL) classroom in Taiwan. It discusses the effectiveness of cooperative learning compared to traditional lecture-based learning on students' English listening, oral, and learning outcomes. The study involved 39 business students who were assigned to either a cooperative learning or traditional class. Results showed cooperative learning had a more positive effect on students' listening, oral skills, learning styles, and motivation than the traditional method.
Standards based classroom assessments of english proficiencyahfameri
This document discusses standards-based classroom assessments of English proficiency. It first describes a study of a standards-based classroom assessment used in a California school district. The study found teachers were generally good at judging overall English proficiency but inconsistent in assessing individual standards. The document then discusses major issues in using English proficiency standards for classroom assessment, including teacher interpretation of standards and lack of teacher training. It outlines the need for further research on classroom assessments based on English proficiency levels.
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
1. The CEFR for teaching and
assessing young learners
LTF, 21 Nov 2009
CRELLA, University of Bedfordshire, Luton
Szilvia Papp, Hanan Khalifa, Nick Charge
University of Cambridge ESOL Examinations
3. 3
Questions
1. the construct behind YLE
a) linguistic progression
b) cognitive development
c) educational, social, psychological aspects
2. the link between YLE and the CEFR
3. CEFR proficiency levels reflected in YLE
4. salient features of YLE performance in CEFR
5. additional salient features of YLE performance not
in CEFR
4. 4
Tests for YLLs need to be
supporting but challenging enough to cater for all
cognitive and emotional needs on both ends of the
spectrum
build on and reflect previous experience of language
learning
test language use rather than language knowledge
provide children with
a range of social situations and
sufficient breadth of experience with language
cover a wide enough sample of language
(Simon Smith 2009, University of York)
5. 5
Question 1
What is the construct behind Young Learners of
English tests?
a) What linguistic progression do the YLE tests
reflect?
b) How do the tasks reflect the cognitive
development of YLE candidature?
c) What educational, social, psychological
aspects of young language learners are catered for
in YLE tests?
(Papp 2007, 2008a)
6. 6
Linguistic progression
Limitation to lexical, structural, pragmatic
development due to age
Similar route, but different mechanisms, rate and
ultimate attainment among child L2 learners,
depending on age of onset of learning
Communication strategies
Language learning strategies
Basic interpersonal communication skills (BICS)
Cognitive academic language proficiency (CALP)
(Cummins 2001)
7. 7
Linguistic progression
Differences in language development based on age
can manifest themselves in variations in:
accuracy, fluency, complexity
use of formulaic sequences
interactional patterns and interactional moves
accent
content, topic, range of notions that the candidate is able to,
wants to or needs to encode
different goals
the presence of specific grammatical features in the ILG
(Nicholas and Lightbown 2008, Philp, Oliver and Mackey 2008)
9. 9
Cognitive development
Strategies for working memory use
Abstract concept formation
Reasoning abilities
Metalinguistic awareness
Executive control
Mind reading abilities
(Meadows 2006)
11. 11
Educational, social, psychological
variables
Amount & quality of input, exposure to, experience
with L2
Social, cultural and educational context of interaction
Development of literacy in L1 (different writing
systems)
Theory of mind (use of complex discourse &
narrative skills)
Individual differences
Scaffolding
(Cameron 2003)
13. 13
Summary
Age-related differences between young learners which
have an impact on their L2 development:
improved cognitive abilities related to growing attentional and
memory capacities
changing social and psychological make-up, such as
fluctuating self-confidence, self-generated and peer-
influenced interests, motivation, related affective schemata
unique experiential characteristics, such as differential
exposure to the target language, differential acceptance and
participation in activities and task types, etc.
(McKay 2006)
14. 14
Question 2
What is the demonstrable link between YLE test and
task specifications, YLE candidate performance and
the relevant CEFR scales and descriptors in terms of
a) proficiency levels
b) activities, strategies and competences YLE candidates
can be expected to do or have?
15. 15
Link between YLE and CEFR
YLE linked to CEFR by design through test
and task specifications (1992-1997 test
development, 2002-2007 revision):
Flyers at A2 (KET)
Movers at A1
Starters below A1
The link has been demonstrated empirically
and qualitatively:
equivalence and equating studies
formal alignment process in May 2008
next equivalence study in March 2010
(Gardiner 2000, Flux 2001, Jones 2001, Jones 2002a,b,c,
Burrow 2004, Barker and Shaw 2007, Papp and Salamoura 2009)
18. 18
Activities, strategies and competences
of YLE candidates
The relationship between Starters and Movers and
Breakthrough level investigated by a consultant in
2003.
In this project, the lexical content and topic areas of YLE tests
were mapped against the preliminary Breakthrough
objectives.
Results:
substantial areas of overlap between Starters and Movers &
Breakthrough in terms of lexis and topic areas,
however, YLE topic areas are expressed in more concrete
terms such as School & the Classroom rather than Education.
(Burrow 2004)
19. 19
Verifying YLE alignment to the CEFR
A2A1+Pre-A1/A1CEFR level
3.062.311.67Average
(all skills)
3.102.631.79Reading
3.132.462.17Listening
2.941.851.06Speaking
YLE FlyersYLE MoversYLE StartersSkill
Formal alignment/linking exercise May 2008: CEFR ratings for levels& skills
(Papp and Salamoura 2009)
21. 21
Describing YLE exams using CEFR?
trade-off between control of candidate output and
authenticity of tasks, not reflected in CEFR
scaffolding of tasks absent in CEFR
learning to learn, enabling skills very sparse in CEFR
limits to children’s cognition, linguistic progress,
psychological, emotional, social development not
acknowledged in CEFR:
no task should tax children’s cognition by requiring them to
deal with multiple perspectives other than their own
effect of writing on the reader should be taken into account
in marking criteria
(Papp and Salamoura 2009)
22. 22
Question 4
What are the salient features of YLE candidate
performance that reflect the CEFR in terms of
a) proficiency levels
b) activities, strategies and competences YLE candidates
can be expected to do or have?
23. 23
Salient features of YLE candidates’
performance: listening and speaking
Starters (pre-A1) candidates’ performance:
• Ability to rely purely on a very finite, rehearsed repertoire of phrases, frequently used routines and patterns
limited to the performance of isolated tasks in specific situations, i.e. a list of pedagogic tasks in a primary
school setting.
Movers (A1) candidates’ performance:
• Ability to interact in a simple way, initiate and respond to simple statements in areas of immediate need or on
very familiar topics (ask and answer simple questions about themselves, where they live, people they
know, and things they have, etc.).
Flyers (A2) candidates’ performance:
• Ability to handle social functions (greet people, ask how they are and react to news; handle very short social
exchanges; ask and answer questions about what they do at school and in free time; make and respond to
invitations; discuss what to do, where to go and make arrangements to meet; make and accept offers).
• Ability to perform simple classroom tasks in English.
Strong Flyers (A2+) candidates’ performance:
• Ability to more actively participate in conversation.
• Ability to sustain monologues.
(CEFR 2001)
24. 24
Question 5
Which additional salient features can be identified in
YLE candidate performances that are not currently
covered in the CEFR?
25. 25
Children’s literacy: reading and writing
There is a need to
list children’s L2 reading abilities, activities, strategies and
competences
investigate emerging L2 writing abilities (e.g. copying,
handwriting, spelling and other enabling skills)
list children’s specific L2 writing activities, strategies and
competences
in order to identify salient features of typical/likely candidate
performance at each level of YLE not currently in CEFR
This requires additional work
on sample performances from YLE reading & writing tests
with children in the classroom (ECML)
review of materials used in classrooms across the world
26. 26
Recommendations for future research
For Cambridge ESOL
further explore salient features of YLE performance, esp for
children’s reading and writing typical in & outside classroom
develop Can Do statements for YLE candidates (aged 7–12)
to complement those for 11–14 year-old school learners
taking KET/PET for Schools examinations
further work on link between summative and formative
assessment (assessment for learning)
For other YLL test providers
carry out a similar linking exercise in order to
define and explicitly state construct tested
generate evidence of CEFR relatedness
identify qualities of YLL tests claiming links to the CEFR
raise awareness of good testing practices
27. 27
Recommendations for future research
For all YLL test providers
provide feedback to CoE on linking process for relating
exams such as the YLE tests to the framework of reference
provide calibrated samples to CoE of children’s performance
in tests thus related to the CEFR
answer the question that remains whether it is necessary to
carry out a whole-scale adaptation of current CEFR scales to reflect
young learner needs and contexts or
start developing scales from scratch to reflect the nature of second
language learning and use among children?
28. 28
Selected references
Barker, Fiona and Stuart Shaw (2006) YLE Vertical Linking Project. Validation Project No 171. Cambridge ESOL internal
document.
Barker, Fiona and Stuart Shaw (2007) Linking language assessments for younger learners across proficiency levels (Phase 1).
Research Notes 28: 14-18. UCLES: Cambridge ESOL.
Burrow, Trish (2004) Exploring the relationship between YLE Starters and Movers and Breakthrough level. Research Notes 16:
6-7. UCLES: Cambridge ESOL.
Gardiner, Kerri (2000) KET / Flyers Research Project: Analysis of data. Research and Validation Report No 106/806. Cambridge
ESOL internal document.
Flux, Tracy (2001) KET / YLE Link Project 2001. Research and Validation Report No 246. Cambridge ESOL internal document.
Jones, Neil (2001) Reliability of YLE: Dependability of grades for a high-facility exam. Research and Validation Report No 316.
Cambridge ESOL internal document.
Jones, Neil (2002a) Equating YLE levels: A study based on candidates taking two exams. Research and Validation Report No
318. Cambridge ESOL internal document.
Jones, Neil (2002b) Linking YLE levels into a single framework. Research Notes 10: 14-15. UCLES: Cambridge ESOL.
Jones, Neil (2002c) A Framework for YLE: Proposals for an integrated grade system and implications for calibration and grading.
Research and EFL Validation Report No 439. Cambridge ESOL internal document.
Papp, Szilvia (2007) The Cambridge YLE tests in the light of cognitive, linguistic, educational, social-psychological and cultural
aspects of children’s L2 development and the CEFR, internal Cambridge ESOL Research and Validation report.
Papp, Szilvia (2008a) Factors influencing L2 development and use in the 8–14 age group – towards defining the construct,
Cambridge ESOL internal Research and Validation report.
Papp, Szilvia (2008b) Skills profiles by age in KET and PET, Cambridge ESOL internal Research and Validation report.
Papp, Szilvia (2008c) Coverage of Waystage and Threshold learning objectives within KET and PET and KET and PET for
Schools, Cambridge ESOL internal Research and Validation report.
Papp, Szilvia (2008) Quantitative linking YLE to the CEFR – summary of empirical studies to date, internal Cambridge ESOL
Research and Validation report.
Papp, Szilvia (2009) Development of Can-do statements for KET and PET for Schools, Research Notes 36, 8–12, Cambridge:
Cambridge ESOL.
Papp, Szilvia and Salamoura, Angeliki (2009) An exploratory study linking young learners examinations to the CEFR, Research
Notes 37, 15–22,Cambridge: Cambridge ESOL.
Trim, J L M (2001b) Breakthrough, unpublished manuscript, now available on the English Profile website.
van Ek, J and Trim, J L M (1990a/1998a) Threshold 1990, Cambridge: Cambridge University Press.
van Ek, J and Trim, J L M (1990b/1998b) Waystage 1990, Cambridge: Cambridge University Press.