Introduction to CEFR Levels

A Framework of Reference for Teaching Oral English at Sias

Shawn Boyd27 August 2013

Session GoalsUnderstand the Oral English context at SiasIntroduce a research-based framework of

reference for understanding language learner abilities.

Common European Framework of ReferenceBegin to understand what different levels are

capable of and how teachers can best teach different groups.

TodayThe content of today’s session is foundational

The applications sessions later this week.All of your lesson planning and teaching.

If you are unable to accurately assess the levels of your students and have a clear understanding of what those levels mean (their abilities and needs), then you won’t be able to:

Create/select/adapt appropriate goals and objectivesDesign appropriate tasks/activitiesProvide level-appropriate input for optimal acquisition

Continuing Training

Friday, September 13All OE facultyMore on levels, lesson planning and activity design.

Oral English at SiasAll Freshman and Sophomore students (except Japanese majors)Cohort system → No pre-assessment of student abilities

Mixed abilities in all classesTypical patterns but always exceptionsFalse beginners and anxiety/shyness complicate things furtherNot integrated with other English skills classes

Oral English at Sias

Until 3 years ago, OE Program had very, very little structure.Program overhaul

Needs and situational analysisComprehensive Training ProgramCurriculum construction

A peek into the classroom

Listen to this clip and try to understand what’s being said.Try to identify any mistakes that are being made.Think about each speaker’s overall communicative ability.

Explaining English AbilityHow can you describe a language learner’s ability?High? Mid? Low?

What do each of these mean?What can a ‘High’ do that a ‘Mid’ cannot?What techniques are effective for one level, but not another?...

Frameworks of Reference

ACTFLALTEILR (FSI)CEFRmany specific to a single language (e.g. HSK)

CEFRCommon European Framework of Reference for Languages: Learning,

Teaching and Assessment

Developed by the Council of Europe as a universal reference within the multilingual context of Europe.

CEFR Leveling System

As easy as A, B, C!

Basic User

Independent User

Proficient User

A

B

C

A1A2B1B2C1C2

Pre-A1

Pre-A1 Level - What can they do?- Virtually no spoken English ability.

- Can use some isolated, memorized phrases to respond in the most familiar contexts.

- Classes at this level are generally taught by Chinese faculty.

Teaching Pre-A1 LevelLevel: Pre-A1What can you teach them?Primary Task

Simple, Factual Socialization E.g. Responding to simple questions:

“What is your name?” “Where are you from?”

Secondary Tasks Communication Repair – most basic form Learning How to Learn Oral English

Example:“The following descriptors relate to simple, general tasks, which were scaled below A1, but can constitute useful objectives for beginners:

can make simple purchases where pointing or other gesture can support the verbal reference;can ask and tell day, time of day and date;can use some basic greetings;can say yes, no, excuse me, please, thank you, sorry…” (CEFR p. 31).

A1 Level- What can they do?

Able to carry out simple social exchanges regarding factual information with a patient and helpful interlocutor.

Has a very basic repertoire of words and phrases related to personal details and particular concrete situations (CEFR 7).

Can manage very short isolated, mainly prepackaged utterances, with much pausing to search for expressions… (CEFR 7).

Has very basic strategies and functions to learn English through communicative exchange rather than translation. E.g. “Pardon?” “Can you please repeat?” “Again

please” etc.

Teaching A1 LevelLevel: A1What can you teach them?Primary Tasks:

Socialization (Increased Complexity) Basic information exchange Obtaining goods and services (very basic)

Secondary Tasks Factual Narration- recounting very simple

events Developing Opinions- in the most basic form

A2 Level - What can they do?

“Can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself” (CEFR 6)

“Uses basic sentence patterns with memorized phrases, groups of a few words and formulae in order to communicate limited information in simple everyday situations” (CEFR 7).

Able to “make him/herself understood in very short utterances, even though pauses, false starts and reformulations are very evident” (CEFR 7).

Teaching A2 LevelLevel: A2What can you teach them?Primary Tasks

Creative, Independent Production- providing support

Goal-Oriented Cooperation/Problem Solving Obtaining Goods and Services

Secondary Tasks Abstraction Structuring Multi-Party Discussion—topical &

opinion-based

B1 Level - What can they do? “Threshold level” - “Can deal with most situations likely

to arise whilst traveling.” “Can enter unprepared into conversation on topics that

are familiar, of personal interest or pertinent to everyday life.”

“Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies, and interests, work, travel, and current events.”

“[He/she] can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident.”

Teaching B1 LevelLevel: B1What can you teach them? Practicing fluency Increased range of topics Refining grammatical control Strategic competence –circumlocution etc. Facilitating others' use of the language Intro to debate Formal v. Informal Registers Basic Discourse Structuring

B2 Level - What can they do?• “Can take an active part in discussion in familiar

contexts, accounting for and sustaining my views” (CEFR 6).

• Has sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so” (CEFR 7).

• “Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses” (CEFR 7).

Teaching B2 LevelLevel:B2What can you teach them? Socio-cultural knowledge and

appropriatenesse.g. slang, idioms, colloquialisms

Basic implicature, intonation and non-verbal cues

Adapting to an audience Structuring Discourse/Rhetorical Devices So much more!

DiagnosisStudents and classes are not going to fall neatly and

clearly into one level.

First Week: Diagnose the general level of your classes.

Constantly assess your students abilities, challenges and progress and adapt what you are teaching to meet the level of your students' appropriately.

You can always reinforce competencies from lower levels, but don't stagnate when your students are ready to move on.

General Guidelines

General level of a class. Always exceptions.Many incoming freshman are basic users (Pre-A1, A1, A2)By sophomore year some classes are (nearly) B1

Many individuals may be B1 or even B2

Teaching Lower Levels

Key: Don’t overwhelm them: Use simple vocab, phrases, sentencesUse lots of repetition and a slower rate of speechDon’t demand too much of their language abilities

Teacher’s Role: Responsibility for initiating (“carrying the class”) is more on the teacher, but…

More teacher-centered is OK; but not always!Still use pair and group workEnsure that they are using language for meaningful exchange (not simply repeating or memorizing)

e.g. “What is your name?” “Where do you live?” “How much is it?”

Teacher Talk: Teacher input is absolutely vitalProvide clear, standard input at a slower rateCaution: Don’t allow it to become unnatural! Can use the native language for a short period of time, if there is a “distinct advantage”

Some classroom management issuesBrief explanations of directions for an activityBrief explanations of meanings of words AFTER students try to explain in the L2Cultural notesBrief grammar points

A variety of short, simple techniques and activities should be used:

Some mechanical practice is okChoral repetition, drills

All activities should be well structuredClearly defined objectivesPlenty of linguistic supportLinguistic demands on the learner are reduced

E.g. Answering “yes”/ “no” questions vs. “why”Providing sentence framesQuestions provided etc.

Fluency and Accuracy:Working on fluency is very important

Fluency will be in short utterancesWork on phonological aspects of fluency… (stress, intonation, rhythm)Allow learners to practice without worrying about making mistakes; focus on free communication

Accuracy is also important; need balanceFocus on some specific aspects (grammar, discourse, pronunciation etc.)Provide some corrective feedback

Teaching Intermediate LevelsTeacher’s Role: Teacher is Facilitator:

No longer sole/primary initiator of language and interaction.Learner-centered classroomStudents can initiate interaction in pairs, groups, class as a wholeAim to maximize interaction and real communication among the studentsEncourage them to develop autonomy as learners

Teacher Talk:Can speak at a fairly natural pace; however, must clearly articulate Teacher talk time should be limited; student talk time should be maximized Should use less of the native language; although there may still be a few situations where it’s beneficial.

Teaching Techniques, Activities and Tasks:Increased complexity due to increased language ability. Wide variety of techniques, activities, and tasks

E.g. survey, interviews, role play, chain stories etc.

Try to promote the authentic use of languageAim to prepare them for unrehearsed situations beyond the classroom context

Fluency and Accuracy:Be looking for students on either end of the spectrum:

Obsessed with grammatical correctness“Complacent” – satisfied with grammar; becomes quite fluent, but difficult to understand.

Fluency exercises are VERY importantHelp them to focus on free expressionProvide just enough correction to promote growth

Teaching More Advanced Levels…Teacher’s Role: A Director and Facilitator

Maintain student-centered classroom.Continue to promote student interaction and authentic use of the language.Direct student interaction to keep class “on track” and maximize effectiveness for all students.Be careful not to simply respond to students and allow your plans to fall by the wayside.Provide ample feedback to students about language use.

Teacher Talk:Very important to speak at a natural rate of speech.Challenge students with language—idioms, vocab, structures, more cultural knowledge etc.Balance teacher talk with student talk depending on activity typeRefrain from lengthy explanations; promote student interaction and communicationVery little use of the native language is justified

Classroom management, explanations etc. should all be int English.If a student is really “stuck”, one or two words (definition) in English is ok.

Teaching Techniques, Activities, and Tasks:Focus on the full range of sociolinguistic and pragmatic competencies

E.g. register, appropriateness, more complex “rules” governing conversational interaction (topic nomination, termination, turn-taking etc.)

Aim to make all techniques/activities/tasks relevant to the real world; promote creativityKeep student’s individual goals for learning/using English in focusExample of activities at this level:

Debate, complex role-play, argumentation etc.

Fluency and Accuracy:At this level your students are “fluent” –in the sense that they can produce spontaneous language and enter unprepared into conversations on familiar topics.Providing systematic feedback is still important

May be their last chance to get that feedbackTo continue to raise awareness to promote growth

Focus can shift from simply structural feedback to all aspects: providing feedback on sociolinguistic and discourse aspects of language use

Sources:Erica Enns-Fennell, Sias International University, 2012 Pre-semester training. PresentationCouncil of Europe. Common European Framework of Reference for Languages: Learning, teaching, assessment—Structured overview of all CEFR scales.Brown, H.D. (2007) Teaching by principles: An interactive approach to language pedagogy (3rd Ed.). White Plains, New York: Pearson.