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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
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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