Learning, Teaching, Assessment – a Guide for Users
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Common European Framework of Reference for Languages: Learning, teaching, assessment A Guide for Users Sophie BAILLY, Sean DEVITT, Marie-José GREMMO, Frank HEYWORTH, Andy HOPKINS, Barry JONES, Mike MAKOSCH, Philip RILEY, Gé STOKS and John TRIM (Ed.) Language Policy Division Strasbourg 2001 ii CONTENT SECTION I: FOR ALL USERS ....................................................................................................1 CHAPTER 1 – GUIDANCE TO ALL USERS............................................................................3 by John Trim Part 1 – The CEF in its political and educational context ..........................................................3 Part 2 – Approach adopted...........................................................................................................13 Part 3 – Common reference levels ...............................................................................................15 Part 4 – Language use and the language user/learner ..............................................................18 Part 5 – The user/learner's competences.....................................................................................25 Part 6 – The processes of language learning and teaching .......................................................33 Part 7 – Tasks and their role in language teaching....................................................................39 Part 8 – Linguistic diversification and the curriculum .............................................................39 Part 9 – Assessment .......................................................................................................................41 SECTION II: FOR THOSE DIRECTLY ENGAGED IN THE LEARNING/TEACHING PROCESS ........................................................................................45 CHAPTER 2 – GUIDE FOR ADULT LEARNERS.................................................................47 by Sophie Bailly, Marie-José Gremmo and Philip Riley Part 1 – Needs Analysis (see CEF 4 / 6.1.1).................................................................................47 Part 2 – Comprehension and expression skills (see CEF 2.1.3 / 4.4.1 4.4.2/)..........................48 Part 3 – Work organisation ..........................................................................................................51 Part 4 – Methodology ....................................................................................................................58 Part 5 – Assessment (see CEF, chapter 3, Table 2 / 4, scales / 5, scales / 9) ............................66 Part 6 – Learning styles (see CEF 6.1 / 7.3.1) .............................................................................68 CHAPTER 3 – GUIDANCE TO TEACHERS AND LEARNERS ........................................73 by Sean Devitt Part 1 – Aspects of communication (CEF 4, sections 4.1 to 4.4) ..............................................74 Part 2 – Skills and competences (CEF 4.5, parts of 4.7)............................................................79 Part 3 – Knowledge of how to use language (CEF 5.2.1) ..........................................................83 Part 4 – Tasks and texts (CEF 7, 4-4.6).......................................................................................87 Part 5 – Language learning and teaching (CEF 6.1/7.3.1)........................................................90 CHAPTER 4 – GUIDANCE FOR TEACHERS AND TEACHER TRAINERS (PRIMARY AND SECONDARY) ............................................................................................101 by Barry Jones Part 1 – The CEF in its political and educational context ......................................................102 Part 2 – Approach adopted.........................................................................................................103 Part 3 – Common reference levels .............................................................................................108 Part 4 – Language use and the language user/learner ............................................................108 Part 5 – The user/learner's competences ..................................................................................118 Part 6 – Language learning and language teaching ................................................................122 Part 7 – Tasks and their role in language teaching .................................................................130 iii Part 8 – Linguistic diversification and the curriculum ...........................................................133 Part 9 – Assessment .....................................................................................................................134 SECTION III: FOR THOSE CONCERNED WITH THE PLANNING, ORGANISATION, DELIVERY AND QUALITY ASSESSMENT OF LANGUAGE EDUCATION ...............................................................................................147 CHAPTER 5 – CURRICULUM DESIGN AND REVISION FOR THE SCHOOL SECTOR...........................................................................................................151 by Gé Stoks CHAPTER 6 – ORGANISATION AND DELIVERY OF THE CURRICULUM.............165 by Mike Makosch CHAPTER 7 – QUALITY ASSURANCE AND QUALITY CONTROL IN LANGUAGE LEARNING AND TEACHING..................................................................177 by Frank Heyworth SECTION IV: FOR THOSE ENGAGED IN THE PRODUCTION AND SELECTION OF TEACHING MATERIALS........................................................................199 CHAPTER 8 – USERS' GUIDE FOR TEXTBOOK AND MATERIALS WRITERS.....201 by Andy Hopkins iv SECTION I FOR ALL USERS Introduction This guide is intended to help all members of the language teaching profession to make full use of the Common European Framework of Reference for Language Learning, Teaching and Assessment (CEF). It supersedes the General User Guide (CC-LANG) and the series of ten specialised guides (CC-LANG (96) 9 –18). The first chapter is addressed to all users. Subsequent chapters are dedicated to the special concerns of particular types of users. Chapter 2 is addressed to those more directly concerned with the actual business of classroom language teaching: teachers, teacher trainers and perhaps the learners themselves. Chapter 3 is addressed to those who work at a greater remove from the classroom, but whose decisions powerfully affect what goes on there: educational authorities, administrators, organisers, and others concerned with curriculum development and quality control. Chapter 4 offers guidance to all those concerned with the development of language teaching textbooks and other materials of all kinds. Chapter 5 is addressed to adult learners, who may gain direct access to CEF. School learners are most likely to have their access mediated through teachers, and are treated in chapter 2. Many users may fall into more than one category. School inspectors are certainly concerned with quality control. They may have other administrative functions, but are closely concerned with classroom methodology. Practising teachers are often called on to supplement textbooks with additional materials and may well undertake administrative duties involving curricular control and quality assurance. Chapters 2 – 5 have a dual function. The first is to suggest ways in which users may make use of CEF in their specialised professional work. The second is to supplement the existing framework in ways which are specifically relevant to the specialisation concerned. 1 2 CHAPTER 1 – GUIDANCE TO ALL USERS By John Trim We may now consider the CEF in more detail, taking the chapters in order, section by section. It should be noted that this chapter follows the order and numbering of CEF. Thus 6.1.3.4 identifies the 4th heading in the 3rd sub-section of the 1st section of chapter 6. A Common European Framework of Reference for Languages: Learning, teaching, assessment Introduction The introductory pages to CEF contain, first, its contents with page numbers for reference. A prefatory note acknowledges the contributions of individuals and institutions to the development of CEF over a ten-year period. Three pages of notes for the user follow, which should be read before the Framework itself (or this guide). Finally, a synopsis of the contents of the chapters and appendices gives an indication of where to find information of different kinds, which users may wish to consult whilst familiarising themselves with the layout of CEF. Part 1: The CEF in its political and educational context This first chapter is also introductory, giving users a clear idea of the overall character and intentions of CEF and its setting in the context of Council of Europe policy with regard to modern languages. 1.1 What is the CEF? Users are invited to read this clear and concise summary of the content and the aims of the CEF. The Council of Europe Since users of CEF may not previously have had contact with the Council, they may find it useful to know something of its structure and functions. Founded on 5 May 1949, by ten founder member states, the Council of Europe is the oldest European international political organisation. Any European state can become a member of the Council of Europe provided it accepts the principle of the rule of law and guarantees everyone under its jurisdiction the enjoyment of human rights and fundamental freedoms. At present the Council has forty-three member states: Armenia, Azerbaijan, Albania, Andorra, Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia,