brian north: recent updates to cefr riga 2017_final

Recent updates to the CEFR and relevance for classroom practitioners

Brian North, Eurocentres

Tim Goodier, Eurocentres

Enrica Piiccardo, University of Toronto / Université Grenoble-Alpes

©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org

http://www.eaquals.org/

Project brief

1. Update the 2001 scales with

validated, calibrated descriptors

2. Develop new scales for mediation

Changes to 2001 Descriptors

No changes except when necessary

2001 descriptors indicated (in blue)

C-level enrichment

Pre-A1 & A1 enrichment

Plus levels

Phonology – scale replaced

Native speaker - removed

©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017

Listening as a member of a live-audience concerns listening to a speaker addressing an audience, for example in a meeting or

seminar, at a conference or lecture, on a guided tour, at a wedding or other celebration. Understanding the speaker as a member of

an audience is in fact usually easier than Understanding conversation between other speakers, even though the user/learner is even

further away from being a participant in the talk. This is firstly because the more structured nature of a monologue means that it is

easier to bridge over sections that one doesn’t understand and pick up the thread again. Secondly, the speaker is more likely to be

using a neutral register and projecting his/her voice to maximize the ability of the audience to follow. Key concepts operationalised

in the scale include the following:

- following talk accompanying real artefacts (e.g. on a guided tour) and visual aids (e.g PowerPoint)

- the degree of accommodation to the audience (speed of delivery, extent to which usage is simplified)

- familiarity of the situation and subject matter

- following line of argument, distinguishing man points etc.

LISTENING AS A MEMBER OF A LIVE AUDIENCE

C2 Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar terminology.

Can make appropriate inferences when links or implications are not made explicit.

Can get the point of jokes or allusions in a presentation.

C1 Can follow most lectures, discussions and debates with relative ease.

B2

Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are

propositionally and linguistically complex.

Can understand the speaker’s point of view on topics that are of current interest or that relate to his/her specialised field,

provided that the talk is delivered in standard spoken language.

Can follow complex lines of argument in a clearly articulated lecture provided the topic is reasonably familiar.

Can distinguish main themes from asides, provided that the lecture or talk is delivered in standard spoken language.

Can recognise the speaker’s point of view and distinguish this from facts that he/she is reporting.

B1

Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward

and clearly structured.

Can distinguish between main ideas and supporting details in standard lectures on familiar subjects, provided these are

delivered in clearly articulated standard speech.

Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard

speech.

Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic

or product within his/her field, understanding explanations given.

Can understand the main points of what is said in a straightforward monologue like a guided tour, provided the delivery is

clear and relatively slow.

A2

Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where the message is

expressed slowly and clearly in simple language and there is visual support (e.g. slides, handouts).

Can follow a very simple, well-structured presentation or demonstration, provided that it is illustrated with slides, concrete

examples or diagrams, it is delivered slowly and clearly with repetition and the topic is familiar.

Can understand the outline of simple information given in a predictable situation, such as on a guided tour, e.g. ‘This is where

the President lives.’

A1 Can understand in outline very simple information being explained in a predictable situation like a guided tour, provided that

speech is very slow and clear and that there are long pauses from time to time.

Pre-A1 No descriptors available

Phonology scale replaced

©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 5

PHONOLOGICAL CONTROL

Overall Phonological Control Sound articulation Prosodic features

C2 Can employ the full range of phonological features in the target language with a high level of control – including prosodic features such as word and sentence stress, rhythm and intonation – so that the finer points of his/her message are clear and precise. Intelligibility and effective conveyance and enhancement of meaning are not affected in any way by features of accent that may be retained from other language(s).

Can articulate virtually all the sounds of the target language with clarity and precision.

Can exploit prosodic features (e.g. stress, rhythm and intonation) appropriately and effectively in order to convey finer shades of meaning (e.g. to differentiate and emphasise).

C1 Can employ the full range of phonological features in the target language with sufficient control to ensure intelligibility throughout. Can articulate virtually all the sounds of the target language; some features of accent retained from other language(s) may be noticeable, but they do not affect intelligibility at all.

Can articulate virtually all of the sounds of the target language with a high degree of control. He/she can usually self-correct if he/she noticeably mispronounces a sound.

Can produce smooth, intelligible spoken discourse with only occasional lapses in control of stress, rhythm and/or intonation, which do not affect intelligibility or effectiveness. Can vary intonation and place sentence stress correctly in order to express precisely what he/she means to say.

B2 Can generally use appropriate intonation, place stress correctly and articulate individual sounds clearly; accent tends to be influenced by other language(s) he/she speaks, but has little or no effect on intelligibility.

Can articulate a high proportion of the sounds in the target language clearly in extended stretches of production; is intelligible throughout, despite a few systematic mispronunciations.

Can generalise from his/her repertoire to predict the phonological features of most unfamiliar words (e.g. word stress) with reasonable accuracy (e.g. whilst reading).

Can employ prosodic features (e.g. stress, intonation, rhythm) to support the message he/she intends to convey, though with some influence from other languages he/she speaks.

B1 Pronunciation is generally intelligible; can approximate intonation and stress at both utterance and word levels. However, accent is usually influenced by other language(s) he/she speaks.

Is generally intelligible throughout, despite regular mispronunciation of individual sounds and words he/she is less familiar with.

Can convey his/her message in an intelligible way in spite of a strong influence on stress, intonation and/or rhythm from other language(s) he/she speaks.

A2 Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for repetition from time to time. A strong influence from other language(s) he/she speaks on stress, rhythm and intonation may affect intelligibility, requiring collaboration from interlocutors. Nevertheless, pronunciation of familiar words is clear.

Pronunciation is generally intelligible when communicating in simple everyday situations, provided the interlocutor makes an effort to understand specific sounds.

Systematic mispronunciation of phonemes does not hinder intelligibility, provided the interlocutor makes an effort to recognise and adjust to the influence of the speaker's language background on pronunciation.

Can use the prosodic features of everyday words and phrases intelligibly, in spite of a strong influence on stress, intonation and/or rhythm from other language(s) he/she speaks.

Prosodic features (e.g. word stress) are adequate for familiar, everyday words and simple utterances.

A1 Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group concerned. Can reproduce correctly a limited range of sounds as well as the stress on simple, familiar words and phrases.

Can reproduce sounds in the target language if carefully guided.

Can articulate a limited number of sounds, so that speech is only intelligible if the interlocutor provides support (e.g. by repeating correctly and by eliciting repetition of new sounds).

Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm, and/or intonation from other language(s) he/she speaks; his/her interlocutor needs to be collaborative.

Project brief

1. Update the 2001 scales with validated,

calibrated descriptors

2. Develop new scales for mediation

Four skills??

“Since the sixties it has become increasingly

clear that a simple classification of proficiency

as the “four skills” of listening, speaking,

reading and writing is inadequate, particularly

for curriculum development and testing.”

(H.H. Stern 1983: 347)


• “Communication is an integral part of tasks

where participants engage in

• interaction,

• production,

• reception,

• mediation,

or a combination of two or more of these”

(CEFR, p. 157)

Four modes not four skills


A1 A2 B1 B2 C1 C2R

EC

EP

TIO

NListening I can recognise familiar words

and very basic phrases

concerning myself, my family

and immediate concrete

surroundings when people

speak slowly and clearly.

I can understand phrases and

the highest frequency

vocabulary related to areas of

most immediate personal

relevance (e.g. very basic

personal and family

information, shopping, local

geography, employment). I can

catch the main point in short,

clear, simple messages and

announcements.

I can understand the main

points of clear standard speech

on familiar matters regularly

encountered in work, school,

leisure, etc. I can understand

the main point of many radio or

TV programmes on current

affairs or topics of personal or

professional interest when the

delivery is relatively slow and

clear.

I can understand extended

speech and lectures and follow

even complex lines of argument

provided the topic is reasonably

familiar. I can understand most

TV news and current affairs

programmes. I can understand

the majority of films in standard

dialect.


speech even when it is not

clearly structured and when

relationships are only implied

and not signalled explicitly. I can

understand television

programmes and films without

too much effort.

I have no difficulty in

understanding any kind of spoken

language, whether live or

broadcast, even when delivered at

fast native speed, provided I

have some time to get familiar

with the accent.

Reading I can understand familiar

names, words and very simple

sentences, for example on

notices and posters or in

catalogues.

I can read very short, simple

texts. I can find specific,

predictable information in

simple everyday material such

as advertisements,

prospectuses, menus and

timetables and I can

understand short simple

personal letters

I can understand texts that

consist mainly of high frequency

everyday or jobrelated

language. I can understand the

description of events, feelings

and wishes in personal letters

I can read articles and reports

concerned with contemporary

problems in which the writers

adopt particular stances or

viewpoints. I can understand

contemporary literary prose.

I can understand long and

complex factual and literary

texts, appreciating distinctions of

style. I can understand

specialised articles and longer

technical instructions, even

when they do not relate to my

field.

I can read with ease virtually all

forms of the written language,

including abstract, structurally or

linguistically complex texts such

as manuals, specialised articles

and literary works.

INT

ER

AC

TIO

N

Spoken

Interaction

I can interact in a simple way

provided the other person is

prepared to repeat or

rephrase things at a slower

rate of speech and help me

formulate what I'm trying to

say. I can ask and answer

simple questions in areas of

immediate need or on very

familiar topics.

I can communicate in simple

and routine tasks requiring a

simple and direct exchange of

information on familiar topics

and activities. I can handle

very short social exchanges,

even though I can't usually

understand enough to keep the

conversation going myself.

I can deal with most situations

likely to arise whilst travelling in

an area where the language is

spoken. I can enter unprepared

into conversation on topics that

are familiar, of personal interest

or pertinent to everyday life (e.g.

family, hobbies, work, travel and

current events).

I can interact with a degree of

fluency and spontaneity that

makes regular interaction with

native speakers quite possible. I

can take an active part in

discussion in familiar contexts,

accounting for and sustaining

my views.

I can express myself fluently

and spontaneously without

much obvious searching for

expressions. I can use

language flexibly and effectively

for social and professional

purposes. I can formulate ideas

and opinions with precision and

relate my contribution skilfully to

those of other speakers.

I can take part effortlessly in any

conversation of discussion and

have a good familiarity with

idiomatic expressions and

colloquialisms. I can express

myself fluently and convey finer

shades of meaning precisely. If I

do have a problem I can

backtrack and restructure around

the difficulty so smoothly that

other people are hardly aware of

it.

Written

Interaction

I can write a short, simple

postcard, for examples

sending holiday greetings. I

can fill in forms with personal

details, for example entering

my name, nationality and

address on a hotel

registration form.

I can write short, simple notes

and messages relating to

matters in areas of immediate

need. I can write a very simple

personal letter, for example

thanking someone for

something.

I can write personal letters

describing experiences and

impressions.

I can write letters highlighting

the personal significance of

events and experiences.

I can express myself with clarity

and precision, relating to the

addressee flexibly and

effectively in an assured,

personal, style.

As C1

PR

OD

UC

TIO

N

Spoken

Production

I can use simple phrases and

sentences to describe where I

live and people I know.

I can use a series of phrases

and sentences to describe in

simple terms my family and

other people, living conditions,

my educational background

and my present or most recent

job

I can connect phrases in a

simple way in order to describe

experiences and events, my

dreams, hopes & ambitions. I

can briefly give reasons and

explanations for opinions and

plans. I can narrate a story or

relate the plot of a book or film

and describe my reactions.

I can present clear, detailed

descriptions on a wide range of

subjects related to my field of

interest. I can explain a

viewpoint on a topical issue

giving the advantages and

disadvantages of various

options.


descriptions of complex subjects

integrating subthemes,

developing particular points and

rounding off with an appropriate

conclusion.

I can present a clear,

smoothlyflowing description or

argument in a style appropriate to

the context and with an effective

logical structure which helps the

recipient to notice and remember

significant points.

Written

Production

I can write simple isolated

phrases and sentences.

I can an write a series of simple

phrases and sentences linked

with simple connectors like

“and” , “but” and “because”.

I can write straightforward

connected text on topics which

are familiar or of personal

interest.

I can write clear, detailed text on

a wide range of subjects related

to my interests. I can write an

essay or report, passing on

information or or giving reasons

in support of or against a

particular point of view.

I can express myself in clear,

wellstructured text, expressing

points of view at some length. I

can write detailed expositions of

complex subjects in an essay or

a report, underlining what I

consider to be the salient

issues. I can write different

kinds of texts in a style

appropriate to the reader in

mind.

I can write clear, smoothlyflowing

text in an appropriate style. I can

write complex letters, reports or

articles which present a case with

an effective logical structure which

helps the recipient to notice and

remember significant points. I can

write summaries and reviews of

professional or literary works.


A1 A2 B1 B2 C1 C2R

EC

EP

TIO

NListening I can recognise familiar words

and very basic phrases

concerning myself, my family

and immediate concrete

surroundings when people

speak slowly and clearly.

I can understand phrases and

the highest frequency

vocabulary related to areas of

most immediate personal

relevance (e.g. very basic

personal and family

information, shopping, local

geography, employment). I can

catch the main point in short,

clear, simple messages and

announcements.

I can understand the main

points of clear standard speech

on familiar matters regularly

encountered in work, school,

leisure, etc. I can understand

the main point of many radio or

TV programmes on current

affairs or topics of personal or

professional interest when the

delivery is relatively slow and

clear.


speech and lectures and follow

even complex lines of argument

provided the topic is reasonably

familiar. I can understand most

TV news and current affairs

programmes. I can understand

the majority of films in standard

dialect.


speech even when it is not

clearly structured and when

relationships are only implied

and not signalled explicitly. I can

understand television

programmes and films without

too much effort.

I have no difficulty in

understanding any kind of spoken

language, whether live or

broadcast, even when delivered at

fast native speed, provided I

have some time to get familiar

with the accent.

Reading I can understand familiar

names, words and very simple

sentences, for example on

notices and posters or in

catalogues.

I can read very short, simple

texts. I can find specific,

predictable information in

simple everyday material such

as advertisements,

prospectuses, menus and

timetables and I can

understand short simple

personal letters

I can understand texts that

consist mainly of high frequency

everyday or jobrelated

language. I can understand the

description of events, feelings

and wishes in personal letters

I can read articles and reports

concerned with contemporary

problems in which the writers

adopt particular stances or

viewpoints. I can understand

contemporary literary prose.

I can understand long and

complex factual and literary

texts, appreciating distinctions of

style. I can understand

specialised articles and longer

technical instructions, even

when they do not relate to my

field.

I can read with ease virtually all

forms of the written language,

including abstract, structurally or

linguistically complex texts such

as manuals, specialised articles

and literary works.

INT

ER

AC

TIO

N

Spoken

Interaction

I can interact in a simple way

provided the other person is

prepared to repeat or

rephrase things at a slower

rate of speech and help me

formulate what I'm trying to

say. I can ask and answer

simple questions in areas of


familiar topics.



simple and direct exchange of

information on familiar topics

and activities. I can handle

very short social exchanges,

even though I can't usually

understand enough to keep the


I can deal with most situations

likely to arise whilst travelling in

an area where the language is

spoken. I can enter unprepared

into conversation on topics that

are familiar, of personal interest

or pertinent to everyday life (e.g.

family, hobbies, work, travel and

current events).

I can interact with a degree of

fluency and spontaneity that

makes regular interaction with

native speakers quite possible. I

can take an active part in

discussion in familiar contexts,

accounting for and sustaining

my views.

I can express myself fluently

and spontaneously without

much obvious searching for

expressions. I can use

language flexibly and effectively

for social and professional

purposes. I can formulate ideas

and opinions with precision and

relate my contribution skilfully to

those of other speakers.

I can take part effortlessly in any

conversation of discussion and

have a good familiarity with

idiomatic expressions and

colloquialisms. I can express

myself fluently and convey finer

shades of meaning precisely. If I

do have a problem I can

backtrack and restructure around

the difficulty so smoothly that

other people are hardly aware of

it.

Written

Interaction



sending holiday greetings. I

can fill in forms with personal

details, for example entering

my name, nationality and

address on a hotel

registration form.

I can write short, simple notes

and messages relating to

matters in areas of immediate

need. I can write a very simple

personal letter, for example

thanking someone for

something.



impressions.

I can write letters highlighting

the personal significance of

events and experiences.

I can express myself with clarity

and precision, relating to the

addressee flexibly and

effectively in an assured,

personal, style.

As C1

PR

OD

UC

TIO

N

Spoken

Production

I can use simple phrases and

sentences to describe where I

live and people I know.

I can use a series of phrases

and sentences to describe in

simple terms my family and

other people, living conditions,

my educational background

and my present or most recent

job

I can connect phrases in a

simple way in order to describe

experiences and events, my

dreams, hopes & ambitions. I

can briefly give reasons and

explanations for opinions and

plans. I can narrate a story or

relate the plot of a book or film

and describe my reactions.


descriptions on a wide range of

subjects related to my field of

interest. I can explain a

viewpoint on a topical issue

giving the advantages and

disadvantages of various

options.


descriptions of complex subjects

integrating subthemes,

developing particular points and

rounding off with an appropriate

conclusion.

I can present a clear,

smoothlyflowing description or

argument in a style appropriate to

the context and with an effective

logical structure which helps the

recipient to notice and remember

significant points.

Written

Production

I can write simple isolated

phrases and sentences.

I can an write a series of simple

phrases and sentences linked

with simple connectors like

“and” , “but” and “because”.

I can write straightforward

connected text on topics which

are familiar or of personal

interest.

I can write clear, detailed text on

a wide range of subjects related

to my interests. I can write an

essay or report, passing on

information or or giving reasons

in support of or against a

particular point of view.

I can express myself in clear,

wellstructured text, expressing

points of view at some length. I

can write detailed expositions of

complex subjects in an essay or

a report, underlining what I

consider to be the salient

issues. I can write different

kinds of texts in a style

appropriate to the reader in

mind.

I can write clear, smoothlyflowing

text in an appropriate style. I can

write complex letters, reports or

articles which present a case with

an effective logical structure which

helps the recipient to notice and

remember significant points. I can

write summaries and reviews of

professional or literary works.


A1 A2 B1IN

TE

RA

CT

ION

Spoken

Interaction

I can interact in a simple

way provided the other

person is prepared to

repeat or rephrase things

at a slower rate of speech

and help me formulate

what I'm trying to say. I can

ask and answer simple

questions in areas of


familiar topics.



simple and direct exchange

of information on familiar

topics and activities. I can

handle very short social

exchanges, even though I

can't usually understand

enough to keep the


I can deal with most

situations likely to arise

whilst travelling in an area

where the language is

spoken. I can enter

unprepared into conversation

on topics that are familiar, of

personal interest or pertinent

to everyday life (e.g. family,

hobbies, work, travel and

current events).

Written

Interaction



sending holiday greetings.

I can fill in forms with

personal details, for

example entering my

name, nationality and

address on a hotel

registration form.

I can write short, simple

notes and messages

relating to matters in areas

of immediate need. I can

write a very simple personal

letter, for example thanking

someone for something.



impressions.

Action-oriented approach

• Language learning is not an intellectual pursuit to train minds.

• Language is not an abstract thing learnt because one day you may use it

• Language is a practical skill to communicate with others. Learning by doing.

• Purposeful action in the language is therefore central. = TASKS

Task

• Tasks are a feature of everyday life in the

personal, public, educational or occupational

domain

• Task accomplishment by an individual involves the

strategic activation of specific competences

• Any purposeful action considered by an

individual as necessary in order to achieve a given

result in the context of a problem to be solved, an

obligation to fulfill or an objective to be achieved

(CEFR p.10)

Realistic tasks are messy

they involve:

• integrated skills

• collaboration

• processing input (text)

• getting this input across to the others

• helping the progress of the task

• solving difficulties/disagreements

THIS IS MEDIATION


Mediation in the CEFR 2001

“In mediating activities, the language user is not concerned to express his/her own meanings,

but simply

to act as an intermediary

between interlocutors who are unable to understand each other directly, normally (but not exclusively) speakers of different languages. …”

(CEFR p. 87)

A broader interpretation

diplomacy, conflict resolution, commercial

arbitration, counselling, guidance

Social / Cultural

operation through which knowledge is acquired

(Hegel); social mediation fundamental in

development of cognition (Vygotsky)

Conceptual / Pedagogic

involves reformulating, transcoding, alternating

languages, switching oral to written, changing

genres, combining text and other modes

Textual / Linguistic

Pedagogic Textual

Media Social

Linguistic Cultural

Relational Cognitive

Plurilingual & Pluricultural

across languages

and cultures

across worlds

across media

Cognitive

LiteratureOnline

Relational

Plurilingual and pluricultural

Categories for mediation

Mediating a text

Relaying specific information

Explaining data (e.g. in graphs)

Processing text

Listening & note-taking

Expressing a personal response to

artistic text (including literature)

Analysis and criticism of artistic text

(including literature)

Mediation strategies

Linking to previous

knowledge

Breaking down complicated

information

Adapting language

Elaborating a dense text

Streamlining a text

Mediation as people

have interpreted it


Mediating concepts

Facilitating collaborative

interaction with peers

Collaborating to construct

meaning

Managing interaction

Encouraging conceptual

thought

Mediating communication

Facilitating pluricultural

space

Acting as an intermediary

Facing delicate situations

and disputes

Broader interpretation


Mediating concepts

Facilitating collaborative interaction with peers

Collaborating to construct meaning


Encouraging conceptual thought

Mediating a text



Processing text






Mediating communication

Facilitating pluricultural

space

Acting as an intermediary

Facing delicate situations

and disputes


Linking to previous

knowledge


Streamlining a text


information

Adapting language

Categories

+ line interaction (2 scales)

Online interaction

Online conversation and discussion

Goal-oriented online transactions andcollaboration

Plurilingual & pluricultural competence

Building on pluricultural repertoire

Plurilingual comprehension

Building on plurilingual repertoire

Conceptual mediation – in a group

• Can use questions, comments and simple reformulations to maintain the focus of a discussion.

• Can ask questions to invite people to clarify their reasoning.

Facilitating pluricultural space

• Can support an intercultural exchange using a limited repertoire to introduce people from different cultures and to ask and answer questions, showing awareness that some questions may be perceived differently in the cultures concerned.

Plurilingual

• Can exploit creatively his limited repertoire in different languages for everyday contexts, in order to cope with an unexpected situation.

Descriptors (B1)


Mediating concepts





Mediating a text



Processing text







Linking to previous

knowledge


Streamlining a text


information

Adapting language


Mediating concepts





Mediating a text



Processing text






Online interaction

Online conversation and

discussion

Goal-oriented online

transactions and collaboration


Linking to previous

knowledge


Streamlining a text


information

Adapting language

Mediation examples

• in textbooks

• by teachers

• in exams

In textbooks (ex: English G21 - Cornelsen)

By teachers


Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 34

Appendix to Piloting proposed new CEFR descriptor scales – Activity on COPENHAGEN CARD COPENHAGEN CARD Activity 1) Read the two texts highlighted on screen.

2) Write the answers to the following questions:

a) What is the language used in the texts? _______________ . How do you know?

b) What are these texts about? _______________ . How do you know?

c) How do you say the following words and expressions in English? And in Spanish?

i. timers kort _______________ _______________

ii. Voksen/Voksne _______________ _______________

iii. Børn/Barn _______________ _______________

iv. DKK _______________ _______________

v. Antal _______________ _______________

vi. LÆG I KURV _______________ _______________

d) What do you have to do in the section Antal? ____________

María-Teresa Berceruelo

The mingling-of-languages

idea

Multilingual testing

Monolingual testing

In exams (Greek national foreign language exams)

Η "Γαλάζια Σημαία", σύμβολο ποιότητας σε περίπου 40

χώρες σήμερα απονέμεται με αυστηρά κριτήρια σε

οργανωμένες ακτές και μαρίνες που διαχειρίζονται παράκτιοι

Δήμοι, ξενοδόχοι και άλλοι φορείς. Το 2008 η Ελλάδα έχει 430 βραβευμένες ακτές και 8 μαρίνες που κέρδισαν τη

“Γαλάζια Σημαία”.

ΚΡΙΤΗΡΙΑ ΓΙΑ ΤΗΝ ΑΠΟΝΟΜΗ ΤΗΣ “ΓΑΛΑΖΙΑΣ

ΣΗΜΑΙΑΣ”Περιβαλλοντική εκπαίδευση και πληροφόρηση

•Πληροφορίες για το παράκτιο οικοσύστημα και το

ευαίσθητο φυσικό περιβάλλον στον παράκτιο χώρο. •Πληροφορίες για το Διεθνές Πρόγραμμα «Γαλάζιες

Σημαίες» στον Πίνακα Ανακοινώσεων της ακτής.

•Έντυπες πληροφορίες και αναρτημένες οδηγίες

συμπεριφοράς για την ακτή.

•Δραστηριότητες που να προβάλουν ενεργά τη προστασία

του φυσικού περιβάλλοντος της ακτής.

Ποιότητα νερών κολύμβησης

•Ποιότητα των νερών κολύμβησης, που να επιβεβαιώνεται με

δειγματοληπτικές μετρήσεις

Περιβαλλοντική Διαχείριση

•Περιοδικός καθαρισμός ακτής από σκουπίδια, αποτσίγαρα,

κλπ.

•Επαρκείς κάδοι απορριμμάτων που να αδειάζονται συχνά

Imagine that you

work for the Greek

Tourist Organization.

Your department has

received a request

from the tourist

organization of

another country for

information about the

very successful ‘Blue

Flag’ programme.

You have been asked

to write a report (180-

200 words)

explaining how

Greece has managed

to achieve Blue Flag

status for many of its

beaches. Use

information from the

website below to

write your report.

In exams: (Austrian plurilingual diploma)

Professional Baccalaureat - Oral – English & French

Topic: Healthy living

Context: Your class has organized a meeting with schools in

other countries to organize an international project

Interlocutors: One speaker of each of the candidates first and

second foreign languages – who do not speak each other’s

language

Spoken Production: Presentation, during the meeting, on a

survey carried out in Austrian Schools English

French

Spoken Interaction: Mediate information (English ↔ French)

discuss and make suggestions for a joint project

Austrian plurilingual diploma

Validation

Intuitive: (Team of 8)

Collect, classify, edit, discuss, redraft

Qualitative: (990 informants in 140 institutes)

assigning to categories

• evaluating

• suggesting reformulations (shortening)

Quantitative (Rasch scaling)

• assigning to levels (Phase 2 > 1294 informants in 189

institutes )

• Yes/No responses (Phase 3 >3503 responses)

Consultation

1. Expert meeting (c30)

2. Pre-consultation expert survey Aug 2016 (58)

3. Main consultation (Oct 2016-Feb 2017)

Institutions: NGOs, Cultural inst, networks (28)

Individuals: survey participants, experts (500+)

4. Member states survey (20)

CEFR Companion Volume

Clarification of aspects of CEFR

Rationales for all scales, new & old

Expanded illustrative descriptors

Scales for Sign language

Appendix with descriptors by level

Web publication by January 2018

English French German

brian north: recent updates to cefr riga 2017_final

Education