Academic Skills in English Summer School 2014:

Self-assessment of English for Academic Purposes

Ruben Comadina GransonUniversity of Groningen Language Centre

Masaryk University, Brno23-27 June 2014

Self-assessment of EAP

University of GroningenEnglish in international universitiesResults: a good lecturerCEFRDIALANGSelf-assessment checklistsA classroom situation

University of GroningenBy 2020, 20% graduates should have been mobile

(University of Groningen Strategic Plan 2010-2015)

Internationalisation = English-medium programmes“Passing from B2 to the C level should enable the learner to access higher education, professional fields of employment and the literary culture associated with a language.” (Green 2008)

But what does this mean for lecturers?

University of Groningen Language Policy

English as a lingua franca in the Int’l University

The lecturer perspective:difficulty presenting content in english ∴lecturer frustration

ability to compensate for language deficiencies with excellent didactic and presentation skills, as well as intercultural competencesLife beyond C2 D level: “well-educated non-native speaker” (North 2010) native speaker?

Native Speaker?

A Good LecturerHas combination of language, intercultural and pedagogical skills

Confident speaker of English and good fluencyExcellent range of jargon and good use of idiomMinor errors show that lecturer is not first language speaker but do not cause misunderstanding Will have an accent but does not detract from understanding Self-correctsMakes good use of intonation, notably when giving examples

CEFRThe Common European Framework of Reference for Languages (Council of Europe)EU Council Resolution recommended using the CEFR to set up systems of validation of language ability (2001)A framework of referenceDescription of language ability from A1 (basic user) up to C2 (proficient user)Can do statements: focusing on what a learner is able to do, not what a learner does wrong

CEFR LevelsCommon European Framework of Reference for Languages

CEFR Level - Overal Spoken Interaction

C2 Has a good command of idiomatic expressions and colloquialisms

with awareness of connotative levels of meaning. Can convey

finer shades of meaning precisely by using, with reasonable

accuracy, a wide range of modification devices. Can backtrack

and restructure around a difficulty so smoothly the interlocutor is

hardly aware of it.

C1 Can express him/herself fluently and spontaneously, almost

effortlessly. Has a good command of a broad lexical repertoire

allowing gaps to be readily overcome with circumlocutions. There

is little obvious searching for expressions or avoidance strategies;

only a conceptually difficult subject can hinder a natural, smooth

flow of language.

DIALANGLanguage diagnostic testUniversity of Lancasterhttp://dialangweb.lancaster.ac.ukNot an examReporting level of skill against the CEFRSkills: reading, writing, listening, grammar and vocabularyLanguages: Danish, Dutch, English, Finnish, French, German, Greek, Icelandic, Irish-Gaelic, Italian, Norwegian, Portuguese, Spanish and Swedish.

DIALANG: A Reflection ProcessWhat levels do you have in Reading/Writing English according to DIALANG?What are your linguistic strengths and limitations according to DIALANG?To what extent does the feedback provided by DIALANG fit in with your image of your English language ability?What learning objectives do you set yourself in order to improve your reading, writing and listening?How will you achieve these objectives?

Self-assessment ChecklistsSwiss ELP: http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/checklist_EN.pdf

ListeningReading Spoken interactionSpoken productionStrategiesLanguage qualityWriting

Self-assessment ChecklistsSpoken Interaction & Spoken Production C1

Self-assessment ChecklistsStrategies & Language Quality C1

What can you do?

Self-check Error ListStrategies & Language Quality C1

Watch this video fragmentWhat examples of appropriate language did you notice – from both lecturer and students?How should the lecturer have dealt with students’ errors? What would you have done?

Use self-assessment checklists provided

A Classroom Situation

What do Lecturers Think is a Good Lesson?Lecturers …

clearly express instructional goals/objectives plan, organise and pace lesson wellutilise appropriate teaching and learning strategiesaccommodate different student learning stylesimplement technology in a meaningful manner motivate and actively engage student learning(periodically) check student understandingmonitor and evaluate student performanceprovide timely feedback

Students …know what the lecturer is trying to accomplish in the lessonunderstand what criteria the lecturer will use to assess themKnow how they are progressing throughout the courseExpect lecturers to express their ideas clearly

What do Students Think is a Good Lesson?

Content is easy to understand, and appropriate guidance is provided for complex and difficult tasksKnowledge learned can help the students with future careersLesson is interesting, stimulating, challenging and motivating

What do Students Think is a Good Lesson?

Brawn, R. & Trahar S. (2003):Supporting in the learning teacher in changing higher education. In Sutherland, R. & Claxton, G. (Eds): Learning and teaching where worldviews meet. (pp. 245-254) Stoke on Trent: Trentham.

Council of Europe. (2009). Relating language examinations to the Common European Framework of Reference for languages: learning, teaching, assessment (CEFR): A manual. Strasbourg: Language Policy Division.

Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center. http://www.idea.ksu.edu/resources/papers.html

Green, A. (2008): English Profile: functional progression in materials for ELT. Cambridge ESOL Research notes, Issue 33, 19-25.

North, B. (2010). The Core Inventory (British Council seminar, 10 November, 2010). Retrieved April 24, 2012, from http://www.teachingenglish.org.uk/seminars/susan-sheehanbrian-north

Penn State Learning Design Community Hub (2010). Retrieved June 3, 2014, from http://ets.tlt.psu.edu/learningdesign

Wilkinson, R. (2005). The impact of language on teaching content: views from the content teacher. Retrieved April 24, 2012, from http://www.palmenia.helsinki.fi/congress/bilingual2005/presentations/wilkinson.pdf .

References