The document discusses the development of an Academic English curriculum using the Global Scale of English (GSE) framework. It describes how the International Study Centres identified a need for a more detailed academic focus and granular competency measurements. They used the GSE Learning Objectives for Academic English to map academic skills across proficiency levels and benchmark learning outcomes. This informed the creation of an Academic English Skills module and assessment to replace IELTS. Feedback has been positive, with tutors reporting clearer guidance and an average 6% improvement in student progression rates after implementing the new curriculum.
Abdullah Gül Üniversitesi is a brand new, English-medium university in Turkey. Each student is provided with a computer and most of the teaching and learning is expected to make use of online as well as other, more traditional, resources. Faculty teaching began in October 2014, but prior to entering the undergraduate programme, students are expected to display a particular level of English language knowledge – either through an exemption test or by passing out of the university’s preparatory English programme. The School of Foreign Languages has been delivering this programme since September 2013 and has adopted the rather unusual approach of delivering the four main skills areas (Reading, Writing, Speaking and Listening) in four separate courses. In this presentation, I explored some of the challenges and issues which have arisen from trying to also teach English for Academic Purposes as another separate course within this environment – such as: establishing a unique identity for the subject; whether the skills can or should be separated in this way; and, the metamorphosis of EAP into a completely different, student-driven approach for learning study skills and strategies.
Abdullah Gül Üniversitesi is a brand new, English-medium university in Turkey. Each student is provided with a computer and most of the teaching and learning is expected to make use of online as well as other, more traditional, resources. Faculty teaching began in October 2014, but prior to entering the undergraduate programme, students are expected to display a particular level of English language knowledge – either through an exemption test or by passing out of the university’s preparatory English programme. The School of Foreign Languages has been delivering this programme since September 2013 and has adopted the rather unusual approach of delivering the four main skills areas (Reading, Writing, Speaking and Listening) in four separate courses. In this presentation, I explored some of the challenges and issues which have arisen from trying to also teach English for Academic Purposes as another separate course within this environment – such as: establishing a unique identity for the subject; whether the skills can or should be separated in this way; and, the metamorphosis of EAP into a completely different, student-driven approach for learning study skills and strategies.
Langma is a GOETHE exam preparation center and ECL exam center for the German language. Start preparing for the GOETHE exam with Langma and get a 100% success rate visit us: https://langmainternational.com/30/german-language-levels
Limina in collaboration with the Western Cape Education Department developed an open education resource as an online course for teachers: Language Across the Curriculum (LAC). The slides can be used to present the course. It is licensed under the Creative Commons with Attribution, Not for Commercial Use, and Share Alike. This course was developed as an Open Educational Resource (OER) for UNESCO as part of the Josef Stefan Institute's OER programme. For more information visit:
https://www.eduvationnet.co.za/courses/education/
https://limina.co.za
http://oe4bw.ijs.si/project/language-across-curriculum/
https://wcedonline.westerncape.gov.za/
Langma is a GOETHE exam preparation center and ECL exam center for the German language. Start preparing for the GOETHE exam with Langma and get a 100% success rate visit us: https://langmainternational.com/30/german-language-levels
Limina in collaboration with the Western Cape Education Department developed an open education resource as an online course for teachers: Language Across the Curriculum (LAC). The slides can be used to present the course. It is licensed under the Creative Commons with Attribution, Not for Commercial Use, and Share Alike. This course was developed as an Open Educational Resource (OER) for UNESCO as part of the Josef Stefan Institute's OER programme. For more information visit:
https://www.eduvationnet.co.za/courses/education/
https://limina.co.za
http://oe4bw.ijs.si/project/language-across-curriculum/
https://wcedonline.westerncape.gov.za/
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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http://sandymillin.wordpress.com/iateflwebinar2024
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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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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Vic Stephenson: Curriculum Development Using the GSE
1. Curriculum Development
using the Global Scale of
English forAcademic
Learners
April 2018
Mike Mayor, Pearson Education
Vic Stephenson, Head of Curriculum:
English, International Study Centres, UK &
Europe
2. Global Scale of English
• The Global Scale of English is a
proficiency scale and framework that
extends the CEFR for English
• The GSE scale itself is a proficiency
scale from 10 – 90
• The GSE Learning Objectives have
been created for 4 specific
audiences – Adults learning General
English, Academic English,
Professional English and Young
Learners (6-14)
• The GSE enabling skills map
English grammar and vocabulary
onto the same proficiency scale
• Today we will be focussing on Vic’s
experiences in using the GSE
Learning Objectives for Academic
English
3. A Case Study
• Why did International Study Centres decide to use the
Global Scale of English framework?
• What did we do with the GSE for Academic Learners?
• How successful has the Academic English Skills module
been?
3
4. Why
• 2015 review of existing English provision in 16 ISCs
revealed issues:
• Learning outcomes
• Academic skills
• Language
• Assessment
4
5. Why
• The Academic English Skills module and assessment is
used in place of IELTS.
5
6. • Identified a need for more detailed academic focus,
especially in written production.
• Eg: CEFR Overall Written Production at B2 level (Companion
Volume with New Descriptors, 2017)
• Can write clear, detailed texts on a variety of subjects
related to his/her field of interest, synthesising and
evaluating information and arguments from a number of
sources.
• Identified a need for more granular measurement of
student competency – most of our students arrive at B1+/
B2 and need to progress to B2+ to meet Uni requirements.
6
9. • GSE facilitates the development of additional modules
• Global Scale of English as a training resource to develop
assessment literacy.
9
10. What we did with the GSE
• Stage 1: Global Scale of English for Academic Learners
used to produce a map of language related academic
skills across the different levels of competency:
• Inventory of Skills and Language
10
11. Stage 2
11
• Cross-referenced with BALEAP Can-
do Framework for EAP to identify key
skills
• Use of GSE to benchmark to the
required level of language competency
• Development of learning outcomes for
the modules
12. What: example learning outcome
12
Writing: Completing Academic Tasks
BALEAP W1.2.1 Synthesise information into a cohesive, cogent, convincing argument
with supporting evidence
Global Scale of English for Academic Learners
Can write a linguistically complex discursive essay. (P)
Can synthesise and evaluate familiar information and arguments from a number of
sources. (CA)
Learning Outcome:
Write a linguistically complex essay in response to a specific question,
synthesising and evaluating information and arguments from a number of
sources.
13. • Stage 3: Curriculum and assessment development
• Listening in an audience / meaning and comprehension
13
B1 / IELTS 4
– 4.5 / P43-
49
B1+ / IELTS
5/ P51- 58
B2 / IELTS
5.5 / P59 –
66
B2+ / IELTS
6.5 / P67 –
75
C1 / IELTS 7
/ P76 - 83
Can follow the
main points of
short talks on
familiar topics if
delivered in clear
standard speech.
(CA)
Can follow the
main points in a
panel discussion
aimed at a
general audience.
(P)
Can follow the
main points in a
panel discussion
in their field of
specialisation. (P)
Can follow lines of
argument in a
linguistically
complex
presentation or
lecture. (P)
Can understand
implied meaning
in a linguistically
complex
presentation or
lecture. (P)
14. • Stage 4: Development of a clear marking criteria,
incorporating GSE descriptors
14
16. • Stage 5: Training and support for tutors and students to
develop assessment literacy
• Inventory of Skills and Language
16
17. How has the module been received?
• Feedback from students and tutors has been positive –
clear map of where students need to be, and how to get
there.
• Improved progression data for 17 centres after the
implementation of the Academic English Skills module –
overall average improvement was 6%.
• Academic English Skills assessment now accepted by
more partner Universities in place of IELTS.
17
Extending the CEFR – a more even distribution of learning objectives across the levels and skills
The Academic English Skills module and assessment is used in place of IELTS as a measure of student level – the ability to benchmark assessment to an external framework is essential in assuring standards to partner Unis.
IELTS is problematic to benchmark to, if you are not actually taking an IELTS exam – multi level, and also skills tested. Explain that the CEFR is a better fit – covers a broader range of skills and has the advantage of having accepted equivalence to IELTS.
Needed to look for a Framework which had a more explicit academic focus. GSE focusses on the competencies needed to succeed in a higher education context. Also writing is often a particular requirement for University admissions – University of Sussex, for example, requires students entering year 2, having done an International Year One at ISC, to have an overall score which is the equivalent of IELTS 6.5, with no skill lower than 6.0, and a 6.5 in writing.
CEFR – (Companion Volume, 2017) – B2 level competency – is academic, but we felt it would be useful to have further detail on what type of texts students would need to produce – Case studies? Reports? Essays? Also what type of sources? Academic texts / coursebooks / reference material/
We need to differentiate between students and also clearly indicate to learners where they are within B2, and what they need to do and demonstrate at the next level.
Note taking – simple academic essay - incorporation of data in an academic text – proof-reading – report – bibliography
- Helps inform the curriculum: identify key skills – design materials to support the development of these skills.
- when these skills could be introduced and tested
Type of sources: at 54 (middle of B1 level) simple academic text – also what students should be able to do with the text – identify fact and opinion – helps in the selection of texts
At a higher level – towards the end of the students’ course – at 72– able deduce meaning for context in a complex academic text (journal article)
Additional modules – higher and lower level
Assessment literacy is key – recent CRELLA conference focussed on the need for Uni admissions to understand student linguistic competencies so they can make informed decisions. IELTS Explained – for direct entry students, but it is still an issue. Also, with growing pressure to accept international students may be accepted with lower entry points without any infrastructure in place to support these students effectively. Issue with 5.5 / 5.0 – ‘it’s only half a band’, but in writing, the difference is significant.
Explain that the framework was used to: identify our key learning outcomes (cross-referencing with BALEAP Can do Framework). The granularity of GSE means we can tailor the learning outcomes to the level required by the University – some are C1, some B2+ and some B2. Allows us to show Unis, and students exactly what they will be able to do by the end of the module.
Check reference for module development / constructive alignment
course outline with staged materials. Assessments which allow students to demonstrate learning outcomes.
Note use of External Examiner from EAQUALS to review marking criteria
Feedback: positive that can present students with a clear idea of where they are on a scale of competency, and what they need to be able to demonstrate to move up to the next level.
Roughly 300 students got places at Unis who wouldn’t have previously.
Further acceptance of AES in place of IELTS due to clear, consistent benchmarking.
