Iasi

25

– 26

Ju

ne

2009

Creativity and innovation to

promote multilingualism and

intercultural dialogue

Th

e C

om

mo

n E

uro

pea

n F

ram

ewo

rk

of

lan

gu

ages

Proficiency levels vs

course design reality:

problems and

solutions

Lea

rnin

g, t

each

ing

, ass

essm

ent

The Common European

Framework of Reference for Languages

des

crip

tive

• The CEFR is a document which describes in a comprehensive manner i) the competences necessary for communication, ii) the related knowledge and skills and iii) the situations and domains of communication.

• The CEFR offers a common basis for the explicit description of objectives, content and methods, but does not do so in a prescriptive manner.

Pu

rpo

se 1

Purpose

“To overcome the barriers to communication among professionalsworking in the field of modernlanguages arising from the differenteducational systems in Europe.” p. 1

Pu

rpo

se 2

Purpose

It provides the means for teachers,course designers, teacher trainers,administrators, examining bodies, etc.to reflect on their current practice, witha view to situating and co-ordinatingtheir efforts and to ensuring that theymeet the real needs of the learners forwhom they are responsible.

A c

atal

og

ue

The CEFR as a catalogue

Artificial dissection of the language

competence into components

It is the task of the teacher andlearner to integrate thosecomponents.

Web

site

Tran

slat

ion

into

Du

tch

CE

FR

Lev

els

TOOL-project

The CEFR provides a practical toolfor setting clear standards to beattained at successive stages oflearning and for evaluatingoutcomes in an internationallycomparable manner.

Choices made

• Public domain• European level A2 as described in the

CEFR• Objectives based on the EQUALS ALTE

ELP• Focus not only on language, but also on socio-

cultural elements, sociolinguistic elements, attitudes and strategies.

• Collaborative preparation at the project meetings > a generic template

• Languages for which not a lot of materials exist on this level

• Innovative• Blended learning

Th

e co

mm

on

ref

eren

ce le

vels

“There does appear in practice to be a wide consensus on the

number and nature of levels appropriate to the organisation of

language learning and the public recognition of achievement.

These six levels are an interpretation of the classic division into

basic, intermediate and advanced.

The scheme proposed in the CEFR adopts a "Hypertext“

branching principle, starting from an initial division into three

broad levels:

• Basic User: A1 and A2• Independent User: B1 and B2• Proficient User: C1 and C2”

ELP, Council of Europe

Co

mm

on

Ref

eren

ce le

vels

Can understand sentences and frequently used expressions related

to areas of most immediate relevance (e.g. very basic personaland family information, shopping, local geography, employment).Can communicate in simple and routine tasks requiring a simpleand direct exchange of information on familiar and routinematters. Can describe in simple terms aspects of his/her background,immediate environment and matters in areas of immediate need.

+ the descriptors of the EQUALS-ALTE ELP

The global scale: A2

Gen

eric

an

d s

pec

ific

The templates

Bas

kets

Generic template