rome seminar la sapienza, university 0f rome 20 may...
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Rome SeminarRome Seminar
La Sapienza, University 0f Rome
20 May 2011
EBCL Survey Report, SOAS
�Scope
�Process�Process
�Preliminary findings
�Preliminary analysis
�Conclusions
EBCL Survey Report, SOAS
Scope of the survey – HEI (Higher Education Institutions)
UK and IrelandUK and Ireland
�Confucius Institutes
�Scandinavian countries:
� Demark, Finland, Norway, and Sweden
EBCL Survey Report, SOAS
Process of the survey
�Online questionnaire (4) – 56/21
�Follow up and interviews
�Website search
EBCL Survey Report, SOAS: preliminary findings
89
99
6880
100
120
5
17
8
68
9
00
20
40
60
80
UK Ireland Scandinavian Others
Yes
No
EBCL Survey Report, SOAS: preliminary findings
56 56
40
50
60
23
0
7
02
8
03 2
8
0
10
20
30
40
UK Ireland Scandinavian Others
Type 1
Type 2
Type 3
EBCL Survey Report, SOAS: preliminary findings
160 0 0
73
517
020406080
160 0 05
170
02040
C…
EBCL Survey Report, SOAS – preliminary analyses
Course offerings and types:
�UK – full range – increase in T2 and T3
� Ireland – no T1� Ireland – no T1
�Scandinavian HEI – no two types at the same time, and very few – only 2
Tradition and education system
EBCL Survey Report, SOAS – preliminary analyses
CEFR related:
1) It is surprising low, even though CEFR is 1) It is surprising low, even though CEFR is widely used in the UK and Ireland
2) A huge discrepancies in understanding the levels in CEFR with regard to Chinese. No specific definitions are found in few institutions in the UK
EBCL Survey Report, SOAS – preliminary analyses
Teaching materials:
1) China produced materials are widely 1) China produced materials are widely used, particularly the long standing ones;
2) Locally developed materials are common in the UK but not elsewhere
EBCL Survey Report, SOAS - Conclusions
�Every uneven development across the countries and regions
�Absence of framework of competence, but �Absence of framework of competence, but arbitrary link is not uncommon/uneasiness
�CLT is more like a “foreign” language –materials, context, and not in the “family”
�Reading appears to be weak, from the known syllabus and textbooks
Thank You! 谢谢谢谢谢谢谢谢!Thank You! 谢谢谢谢谢谢谢谢!
EBCL Survey Report: SOAS – Case study
�Oriental studies set up in 1916
� Johnston – professor of Chinese
Lao She – Linguaphone Chinese (1930)�Lao She – Linguaphone Chinese (1930)
�Centre for Chinese studies
�Department of China and Inner Asia
�Language Centre/London Confucius Institute
EBCL Survey Report, SOAS - Conclusions
�Every uneven development across the countries and regions
�Absence of framework of competence, but �Absence of framework of competence, but arbitrary link is not uncommon/uneasiness
�CLT is more like a “foreign” language –materials, context, and not in the “family”
�Reading appears to be weak, from the known syllabus and textbooks
EBCL Survey Report: SOAS – Case study
�Oriental studies set up in 1916
� Johnston – professor of Chinese
Lao She – Linguaphone Chinese (1930)�Lao She – Linguaphone Chinese (1930)
�Centre for Chinese studies
�Department of China and Inner Asia
�Language Centre/London Confucius Institute
EBCL Survey Report: SOAS – Case study
�Department of China and Inner Asia
Programmes offeredProgrammes offered
- Single honours – ½ - 2/3 (named degree)
- Joint honours – 1/3- ½ (name in degree)
- Minor – up to 1/3 (name not in degree)
- Elective/options -2-3 hrs
EBCL Survey Report: SOAS – Case study
� Department of China and Inner Asia
Type 1� Year 1 50 Year 2 66 (year in China)� Year 1 50 Year 2 66 (year in China)
Year 3 55 Year 4 45
Type 2 (Non Chinese degree courses)
Special 1 55Special 2 17Special 3 14Special 4 12 Special business Chinese 7
EBCL Survey Report: SOAS – Case study
� Language Centre/London Confucius Institute
Type 2Type 2
�One year Diploma in Modern Chinese (12)
Type 3
�From beginners to advanced/language for special purposes (1200 registrations)
EBCL Survey Report: SOAS – Case study
� Language Centre/London Confucius Institute
�Postgraduate Diploma in Teaching Chinese �Postgraduate Diploma in Teaching Chinese as a Foreign Language
�Foundation Certificate/CPD programmes
�Applied research and projects
�Material development (CIS)
Chinese in Steps and level comparison
Others 2200+
Step 10 2000 CIS 10
Step 9 1800 ** CIS 9
Step 8 1600 CIS 8
Step 7 1350a * CIS 7
Step 6 1100a CIS 6
Step 5 870 CIS 5
Step 4 650 CIS 4
Adv Business Chinese
HSK Beginner Elementary/Intermediate Advanced
Step 4 650 CIS 4
Step 1 CIS 1
Step 3 430 CIS 3
Step 2 210 CIS 2
CEF A1-A2 CEF A2-B1 CEF B1-B2
Advanced ProficiencyLEVEL Beginner Lower Intermediate Upper Intermediate
Asst Lang Break through Preliminary Intermediate
CEF B2-C1 CEF C1 and C1+
School GCSE higher GCSE
CEF