Common European Framework of Reference for Languages: Learning, Teaching, Assessment

Common European Framework of Reference for Languages: Learning, Teaching, Assessment CASE STUDIES i French edition : Cadre européen commun de référence pour les langues: Apprendre, enseigner; évaluer. Etudes de cas ISBN 92-871- The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All corrrespondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of School, Out of School and Higher Education of the Council of Europe (F-67075 Strasbourg Cedex). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Council of Europe Publishing F-67075 Strasbourg Cedex ISBN 92-871- © Council of Europe, 2002 ii CONTENT FOREWORD......................................................................................................................................................1 CHAPTER 1: THE COMMON EUROPEAN FRAMEWORK IN POLAND ........................................................9 1. The work of the Council of Europe in the foreign language teaching and teacher education reform of 1990...........................................................................9 2. The context of the Common European Framework in Poland – the educational reform of 1999 ...................................................................................10 3. The role of the Common European Framework in syllabus design for schools .....................................................................................................................11 4. The Common European Framework in curriculum design for teacher education.................................................................................................................13 5. The Common European Framework in on-going evaluation and self- evaluation of learners ............................................................................................14 6. The role of the Common European Framework in the assessment of language skills ........................................................................................................14 7. Promoting the Common European Framework. Financing promotion activities ..................................................................................................................16 8. Life with CEF - Conclusions .................................................................................17 CHAPTER 2: THE COMMON EUROPEAN FRAMEWORK IN CATALONIA ..................................................19 1. A point of reference ...............................................................................................19 2. A reflection tool......................................................................................................21 3. Future developments .............................................................................................22 4. How far can we go? And who’s in charge?..........................................................22 CHAPTER 3: USING THE COMMON EUROPEAN FRAMEWORK OF REFERENCE IN COURSE AND MATERIALS DEVELOPMENT: THE UK OPEN UNIVERSITY EXPERIENCE .......................................25 1. The challenge..........................................................................................................25 2. Engaging with the Common European Framework of reference .....................26 3. Putting pen to paper ..............................................................................................27 4. The development of the audio visual materials .........................................................31 5. Conclusion ..............................................................................................................38 CHAPTER 4: HOW TO PROMOTE LEARNING TO LEARN IN FIRST FOREIGN LANGUAGE CLASSES IN FINLAND.....................................................................................................................................40 1. Learning to learn....................................................................................................40 2. Method ....................................................................................................................42 2.1 Action research .................................................................................................42 2.2 Implementation of the project...........................................................................42 3. How to promote learning to learn in language classes at the primary .............42 3.1 Research procedure...........................................................................................43 3.2 Tasks and situations to promote learning to learn ............................................43 3.3 Monitoring the learners: questionnaires and self-assessments .........................44 4. Learning to learn at the lower secondary level ...................................................45 4.1 Learning styles and learning strategies.............................................................45 4.2 How to assist learners in taking responsibility for their learning?....................46 iii 4.3 Awareness-raising in the learning of vocabulary..............................................46 5. How to promote learning to learn English at the upper secondary level .........47 5.1 The learner's existential competence ................................................................47 5.2 Self-direction and study skills...........................................................................48 5.3 Self-assessment and peer assessment................................................................48 6. Conclusions and evaluation...................................................................................49 CHAPTER 5: MEETING THE ENGLISH LANGUAGE NEEDS OF REFUGEES IN IRELAND........................53 1. The background to our project.............................................................................53 2. Pedagogical presuppositions .................................................................................54 3. Developing English language proficiency benchmarks for use with adult refugees ...................................................................................................................54 3.1 Determining the benchmarks format ................................................................54 3.2 Scaling and levels .............................................................................................56 3.3 The fully developed benchmarks – three examples..........................................56 3.4 Using the benchmarks to plan and evaluate courses.........................................61 3.5 Developing assessment instruments .................................................................61 4. The role of the European Language Portfolio in relation to the benchmarks .62 4.1 Pedagogical principles ......................................................................................62 4.2 The ELP’s reporting function: the passport and self-assessment .....................63 4.3 The ELP’s pedagogical function.......................................................................63 5. Conclusion: a further field of application............................................................65 CHAPTER 6: DEVELOPING THE SWISS MODEL OF THE EUROPEAN LANGUAGE PORTFOLIO ......................................................................................................................................................68 1. A broad view of assessment...................................................................................68 2. The instrument included in the Swiss model of the European Language Portfolio ..................................................................................................................69 2.1 Core elements....................................................................................................69 2.2 Complementing elements..................................................................................71 3. Developing the European Language Portfolio in the Swiss context.....................72 4. Developing descriptors, grids, scales and checklists ............................................75 5. Insights from the piloting of the European Language Portfolio in Switzerland .............................................................................................................76 5.1 Early piloting ....................................................................................................77 5.2 Results from the official pilot phase .................................................................80 6. Further development of the European Language Portfolio...............................81 7. Conclusion ..............................................................................................................83 CHAPTER 7: DEVELOPING DESCRIPTOR SCALES OF LANGUAGE PROFICIENCY FOR THE CEF COMMON REFERENCE LEVELS ............................................................................................................87 1. Background ............................................................................................................87 2. The research project..............................................................................................90 2.1 Comprehensive documentation: Creation of a descriptor pool.........................90 2.2 Qualitative

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