Raising Standards Central America

8/7/2019 Raising Standards Central America

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Raising StandardsRaising StandardsThe Common European Framework,The Common European Framework,

ALTE and TKTALTE and TKT

By Cambridge University PressBy Cambridge University Press


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Intermediate LevelIntermediate LevelWh at does intermediate mean toyou?

Th ink of 3 t h ings an intermediatestudent s h ould be able to do.Compare and discuss wit h th e personnext to you.Wh at conclusions can you come to?


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Q uoteQ uote

I know 80% t h eEnglis h!


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Q uoteQ uote

I h ave divided my

students into twogroups; beginnersand advanced.


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S o,w h at does intermediateS o,w h at does intermediate

mean?mean?L evels are abstract

Evaluations are oftenunreliable

L anguage objectivesdiffer greatly


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So we need some kindSo we need some kind

of frameworkof frameworkWHY ?

T o S tandardise levels

T o S et global objectivesT o Create reliable evaluations


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The Council of EuropeThe Council of Europe

F ounded 1949

Promotes languages for

mutual understanding

personal mobility

access to information


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Th e Council of Europes work is based

on 2 main aims:

to convert t h e diversity of languages(and cultures) from being a barrier tocommunication into a source of mutual

enrich

ment and understanding.


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to facilitate communication andinteraction among people of different mot h er tongues in order to promote mobility, mutual

understanding and co-operation.


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Q uoteQ uote

L anguagelearning is a life

long task.


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The Common EuropeanThe Common European

Framework of Reference for Framework of Reference for Language Learning, TeachingLanguage Learning, Teaching

and Assessmentand Assessment10 years researc h

41 member states of Council of Europe involvedin th e development of CE FD eveloped for standardising levels in Europeanlanguages ( S panis h , F renc h , German, etc)


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Wh y do we need CE F ?Wh y do we need CE F ?

To provide a common

basis for theelaboration of

language syllabuses,curriculum

guidelines,


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It describes in acompre h ensive way w h atlanguage learners h ave to

learn in order to use alanguage for communicationand w h at knowledge and skillsth ey h ave to develop so as to

be able to act effectively.


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L anguage programs need to consider...L anguage programs need to consider...

Wh at will t h e learners need to do wit h th elanguage?Wh at do t h ey need to learn in order to be able to

use t h e language to ac h ieve t h ose ends?Wh at makes t h em want to learn?Wh at sort of people are t h ey?Wh at knowledge, skills and experience do t h eir teac h ers possess?Wh at access do t h ey h ave to materials?H ow muc h time can t h ey spend on learning?


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CE F sets out to h elp teac h ers,CE F sets out to h elp teac h ers,

trainers, examining boards, etc.trainers, examining boards, etc.toto

meet t h e real needs of th e learners for w h omth ey are responsible


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CE F CriteriaCE F Criteria

Compre h ensive covers t h ewidest possible range of language knowledge, skills anduse

T ransparent clearly formulated,explicit, available and readily compre h ensible

Co h erent free from internalcontradictions, h as a h armonious relation amongcomponents


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S o h ow many levels are t h ere?S o h ow many levels are t h ere?

6


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H ow are t h ey divided?H ow are t h ey divided?

Basic User

Independent User

Proficient User

A1

A2 B1B2

C1

C2


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L EVE L SL EVE L SL evel Meaning E SO L Exam

EquivalentApprox. T ime

A1 Beginner

A2 Elementary KE T 250B1 L ow

IntermediatePE T 400

B2H

igh

Intermediate F CE 700

C1 Advanced CAE 850+

C2 VeryAdvanced

CPE 1000+


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H ow do we measure t h e levels?H ow do we measure t h e levels?

D escriptorsCompetences

5 skills:1. Reading2. W riting

3.S

peaking Interaction4. S peaking Production

5. L istening


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D escriptorsD escriptors

B1 low intermediate (PE T )Can understand t h e main points of clear

standard input on familiar matters regularlyencountered in work, sc h ool, leisure, etc.Can deal wit h most situations likely toarise w h ilst travelling in an area w h ere t h elanguage is spoken.


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Can Do Statement: B1Can Do Statement: B1

Listening/Speaking Reading Writing

CAN express opinions

on abstract/culturalmatters in a limitedway or offer advicewith in a known area,and understandinstructions or publicannouncements.

CAN understand

routine information andarticles, and t h egeneral meaning of non-routine informationwith in a familiar area.

CAN write letters or

make notes on familiar or predictable matters.


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Can do S tatementsCan do S tatements Global S caleGlobal S cale

Can understand wit h ease virtually everyt h ingh eard or readCan introduce h im/h erself and ot h ers and canask and answer questions about personaldetailsCan express h im/h erself spontaneously, veryfluently and preciselyCan interact in a simple way, provided t h e ot h er person talks slowly..Can summarise information from differentspoken and written texts


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Q ualititive aspects of spokenQ ualititive aspects of spokenlanguage uselanguage use

Range

Accuracy

F luency

Interaction

Co h erence

H igh degree of grammaticalcontrolControlled use of connectors

and co h esive devicesInterweaves fully natural turn-takingExpresses h im/h erself fluently

ans spontaneouslyH as a good command of idiomatic expressions


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Competences ( S kills andCompetences ( S kills andknowledge)knowledge)

Linguistic competences lexical,phonological, syntactical knowledgeand skills

Sociolinguistic competences knowledge and skills of socialconventions

Pragmatic competences functionaluse of linguistic resources, mastery


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Five skillsFive skills

L istening

Reading

W riting

S poken Interaction

Spoken Production


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CEFCEF -- four domains (areas of four domains (areas of concern)concern)

personal occupational

public educational


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Th emesTh emes personal domainpersonal domain

Personal identificationH ouse and h ome, environment

D aily lifeF ree time, entertainmentT ravel

Relations wit h oth er peopleH ealt h and body care


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F ree time, entertainment (subF ree time, entertainment (sub- -category)category)

L eisureH obbies and interests

Radio and T VCinema, t h eatre, concertsEx h ibitions, museums

Intellectual and artistic pursuitssports


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S ports (specific notions)S ports (specific notions)

L ocation: field, ground, stadiumInstitutions and organisations: sport, team,

clubPersons: player, captainO bjects: cards, ball

Events: game, raceActions: to watc h , to play, to race, to win


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The Common EuropeanThe Common European

Framework (CEF)Framework (CEF)

A1 Breakthrough

B1 Threshold

A2 WaystageA Basic User

B2 VantageB Independent User

C2 MasteryC Proficient User

C1 Effective

Operational Proficiency


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Implications for learning andImplications for learning andteac h ingteac h ing

Th e CE F does not set out to recommendany specific approac h to learning andteac h ing languagesPromotes learner autonomyEmp h asis on h elping learners learn h ow tolearnF ocus more on skills and strategies t h anmec h anical grammar practice


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Is t h e CE F relevant to L atin America?Council of Europe h as 45 member states: not just EUCE F applies to European languagesMany points in t h e rationale for developing CE F wh ich apply equallyoutside Europe need for communication & understanding global issues stress on functional uses of language common domains: L eisure & Tourism, W ork, S tudyResearc h going on for over 30 years, wit h a large investment of resources by some of t h e most experienced researc h ersW idespread adoption by international stake- h olders: curriculumdevelopers, publis h ers, examination providers, Ministries of Education


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Bogot BilingBogot Bilinge, Colombiae, Colombia

L aunc h ed in 2003 as Bogot Bilinge ; nowexpanded to Bogot y Cundinamarca Bilingesen 10 Aos

Aim of t h e project is t h at wit h in 10 years:All primary students will h ave a level of Englis h equivalent to A2 on t h e CE FAll secondary students will h ave a level of Englis h equivalent to B1 on t h e CE FAll teac h ers of Englis h will h ave a level equivalent toB2 on t h e CE F

Colombian government now looking to expandproject nationwide


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El InglEl Ingls Abre Puertas,s Abre Puertas,

ChileChileNational Englis h project launc h ed in 2003Aims of t h e project:

By 2010 all primary sc h ool leavers s h ouldreac h Cambridge KE T level (A2), all secondarysc h ool leavers s h ould reac h Cambridge PE T level(B1), and all Englis h language teac h ers s h ouldreac h Cambridge F CE level (B2). ( S ergio Bitar,Minister for Education)Cambridge E SO L recently contracted by t h eMinistry of Education to test t h e current levels of

8th

& 12th

Grade students t h roug h out C h ile


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MexicoMexico

An increasing number of universities areincorporating t h e CE F into t h eir languageprogrammesCurrent initiative to h elp all Englis h teac h ers nationwide reac h a minimum of B1 level Englis h


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CE F and E SO L ExamsCE F and E SO L Exams


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Cambridge ESOL Levels

Certificate of Proficiency in Englis h (CPE)Certificate in Advanced Englis h (CAE)

F irst Certificate in Englis h (F CE)

Preliminary Englis h Test (PE T )

Key Englis h Test (KE T )

Council of Europe Levels

Mastery C2Effective Proficiency C1

Vantage B2

Th res h old B1

W aystage A2

L evelsL evels


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Further InformationFurther Information

European Unionhttp://europa.eu.int/abc/index_en.htm

Council of Europewww.coe.int

ALT Ewww.alte.org


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University of CambridgeESOL Examinations

1 Hills Road, Cambridge, CB1 2EU, UKTel: +44 1223 553355Fax: +44 1223 460278

E-mail: [email protected]

Keep up to date via the Cambridge ESOL website:www.CambridgeESOL.orgwww.CambridgeESOL.org

Teaching Resources website:

www.CambridgeESOL.org/teachwww.CambridgeESOL.org/teach


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Th ank youTh ank you

F or attending t h is seminar on

CE [email protected]


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ALTE Can Do Project ExampleALTE Can Do Project ExampleStatementsStatements

C2/Level 5: CAN keep up casual conversationfor an extended period of time

C1/Level 4 : CAN s h ow visitors round and givea detailed description of aplace

B2/Level 3 : CAN scan texts for relevantinformation and grasp main topic of text

B1/Level 2: CAN write a simple routine requestto a colleague

A2/Level 1: CAN leave a simple message giving


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H ow many levelsH ow many levels ??

6 levelsF rom Beginner to veryadvancedBased on internationalexamination board levels for languages

Documents

Raising Standards Central America