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ukas Bleichenbacher & Richard Rossner: Towards a Common European Framework for Language Teachers
1. Towards a Common European Framework
for Language Teachers
(ECML, 2016-2019)
Lukas Bleichenbacher and Catherine Diederich
Institut Fachdidaktik Sprachen
Pädagogische Hochschule St.Gallen
Language Education across Borders
KFU Graz, December 2017
2. Schedule
1. Introduction to the project and the
workshop
2. Activity 1: The Guide to instruments
3. Activity 2: The practice examples
4. Activity 3: Teacher competences
5. Discussion
3. The European Centre for Modern
Languages of the Council of Europe
2016-2019 PROJECT:
TOWARDS A COMMON EUROPEAN
FRAMEWORK OF REFERENCE FOR LANGUAGE
TEACHERS
Partners: Fachstelle für berufsspezifische Sprachkompetenzen (coordinator),
Eaquals, CARAP/FREPA and MIRIADI project members,
Francis Goullier (PEPELINO project)
4. Towards a Common European Framework for
Language Teachers: Project team
www.ecml.at/teachercompetences
5. European Centre for Modern Languages
www.ecml.at
• Enlarged partial agreement of the Council of Europe
• Founded in Graz, Austria, 1994
• 33 member states
ECML mission:
• Training of multipliers, support of expert networks
• Dissemination of good practices, innovative approaches
• Help bridging the gap between language education
policies and practice
6. Plurilingualism: a holistic view of languages
Curricula and evaluation
http://www.coe.int/t/dg4/linguistic/langeduc/le_platformintro_EN.asp
6
9. What is the project about?
• Teacher competences relating to language teaching and
languages in education are crucial factors in the quality and
effectiveness of education.
• Several previous projects have generated frameworks and
descriptions of many of these competences.
• However, no overview of these frameworks and their potential
uses, and no overarching framework covering all aspects of
languages in teaching, yet exist.
• This project seeks to bridge these gaps.
10. Envisaged project ‘outputs’
a. A user guide to existing competence frameworks for language
education and beyond
b. Practical examples of how the existing tools are used
c. An inventory of key language teaching competences
d. Further development, piloting and empirical validation of
some existing tools
e. An examination of the need for, and feasibility of, a Common
European Framework of Reference for Language Teachers.
11. What has been done so far?
• The project group has researched, listed, and analyzed
– 28 frameworks and tools for language teachers from various
countries
– 12 other frameworks for teachers of all subjects
– 18 other documents relevant to the topic of teacher education and
teaching competences
• Work has begun on the layout and the content of the Guide
website
12. THE PROPOSED USER GUIDE TO EXISTING
FRAMEWORKS OF TEACHER COMPETENCE
First stage of the project:
• Review existing frameworks for language teachers and
teachers in general
• Produce a catalogue of these and a user guide
• Prepare a guide to options for language teacher education
and development
13. Focus of analysis
1. Frameworks and tools related to language teaching
competences:
– General
• International
• National
– Specialised (e.g. pre-primary educators, CLIL etc.)
2. Frameworks for teachers of any subject/all subjects (e.g.
from Australia, Finland, France, Germany, UK).
3. Other relevant documents, e.g. from the Council of
Europe, European Commission, OECD, UNESCO.
14. Title Focus Zielgruppe Web
European Portfolio for
Student Teachers of
Languages
Methodological
competences
Language
teachers
(secondary)
www.ecml.at/epostl
Profession-related language
competence profiles
Language
competences
Language
teachers
Swiss consortium
Two examples
17. Purpose of the proposed Guide
• To provide some details of the various frameworks that
already exist, including information about the layout,
contents, uses and intended users of the tools
• To help teachers and teacher educators to find their way
around these tools describing teacher competences
• To relate the frameworks to a broader guide to teacher
competences concerning language, and to activities and
experiences that can help further develop competences
• To draw on insights from existing work in assessing the
feasibility of a possible new CEFR for language teachers.
19. The practice examples
• Practise examples of instruments in use
• Europe-wide internet survey in summer 2017,
E-F-G
• 400+ hits, ca. 40 responses
• Result: Analysis in view of feasibility study; 1-
paragraph summaries for website users
20. Teacher competences: A catalogue
• Compilation of competence models from
analyzed instruments
• Identification of potential missing areas
(ongoing) against the background of CoE
language policy
• Consultation (ongoing)
21. Teacher competences for language
in education (draft model)
Ethical and
social
dimension of
the
profession
Competences
related to
language and
culture
Pedagogical
and didactic
competences
22. Teacher competences for language
in education (draft model)
Ethical and
social
dimension of
the
profession
Commitment to important
educational aims related to
democracy
Commitment to collaboration and
interaction with stakeholders
Commitment to one own‘s lifelong
education and development
23. Teacher competences for language
in education (draft model)
Competences
related to language
and culture
Language(s): Language, plurilingual,
language learning, and metalinguistic
competences
Culture(s): Cultural, pluricultural, and
metacultural competences
Development of one‘s own
competences related to languages and
cultures
24. Teacher competences for language
in education (draft model)
Learner-related competences
Planning – teaching – assessing
Interaction with stakeholders
Development of one‘s pedagogical
and didactic competences
Pedagogical
and didactic
competences
27. How you can contribute to the Project
• Become part of our network, give feedback on and
disseminate drafts of the project work
• Get yourself nominated as a national delegate for our main
workshop in 2018 (Oct 3-4, ECML member states only)
• Send an e-mail to lukas.bleichenbacher@phsg.ch or any other
project team member
Promotion de la culture de la démocratie, Respect du droit des apprenants
Recherche de la réussite de chaque apprenant
Valorisation des ressources personnelles des apprenants
Education à la valeur de la diversité linguistique et culturelle
Prise en compte du rôle du langage dans la réussite scolaire
Promotion de l’ouverture internationale et de la mobilité
(Mise en relation avec des descripteurs de la partie 2 : souci de favoriser la prise de parole et l’écoute mutuelle entre les apprenants)
(Mise en relation avec des descripteurs de la partie 2 : transparence dans les attentes et dans les objectifs poursuivis)
(Mise en relation avec des descripteurs de la partie 2 : Capacité à articuler l’individualisation de l’enseignement et sa dimension collective)
(Mise en relation avec des descripteurs de la partie 2 : encouragement à faire appel à des connaissances ou savoir-faire acquis dans une autre langue pour effectuer une tâche communicative)
(Mise en relation avec des descripteurs de la partie 3 : favoriser la verbalisation par les apprenants de leurs réactions envers des formes de diversité rencontrées)
(Mise en relation avec des descripteurs de la partie 2 : analyse des exigences langagières implicites à un travail demandé)
(Mise en relation avec des descripteurs de la partie 1.2 : mise en œuvre d’un partenariat avec un établissement étranger)
Ces mises en relation doivent sans doute être complétées, en particulier par des liens avec les descripteurs du domaine 2 « compétences relatives aux langues, aux cultures et la communication.