dcn.especifico.ingles.cef20.de.junio

8/9/2019 DCN.Especifico.Ingles.CEF20.de.Junio

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The background to the CEF


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International

Framework of

Reference


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Description and comparison

Say what you do description is an essential part of quality

management

Standards setting comparable standards is a vital issue in

assessment of quality

The Common European Framework provides a coherent

description of language learning, teaching and assessment

The Common Scale of Reference provides commonstandards for comparison of achievement and progress in

language learning


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Language learning, teaching and

assessment a common framework ofreference

Aims

To encourage practitioners to reflect on:

What we do when we speak (or write) to each other

What enables us to act in this way

How much of this we need to learn when we try to

use a new language

How we set objectives and mark progress from

ignorance to mastery


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The principles behind the

CEF

Its not prescriptive:

we do not set out to tell practitioners what to do, or how to

do it

Its not neutral:

The CEF supports methods which help learners build up

attitudes, knowledge and skills they need to: Become more independent in thought and action

Be more responsible and co-operative in relation to other people


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The CEF aims 2

To make it easier for practitioners to

tell each other and their clientele what

they wish to help learners to achieve and

how they attempt to do so.

To reflect on what we can do to helpourselves and other people to learn a

language better


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The contents of the CEF 1

A definition of communication

= reception / production / interaction / mediation

A strategic definition of communicativecompetence

= being able to carry out activities and processes for

the production and reception of texts

= being able to construct discourse to fulfil tasks inthe domain of social existence


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The Contents of the CEF 2

Chapters

Common Reference Levels

Language Use and the Language User / Learner

The User / Learners Competences

Language Learning and Teaching

Tasks and their role in language teaching

Language diversification and the curriculum

Assessment


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The contents of the CEF 3

The Common Scale of Reference is the core

of the cef.

It describes user competence at 6 levels

Basic user = A1 (Breakthrough) A2 (Waystage)

Independent user = B1 (Threshold) B2 (Vantage)Proficient user = C1 (Effective proficiency) C2

(Mastery)


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This means a focus on

learnersLanguage learning activities are based on the needs,motivations, characteristics and resources of learners:

What will they need to do with the language?

What will they need to learn to do what they want?

What makes them want to learn?

What sort of people are they?

What knowledge, skill and experiences do their teachers possess?

What access do they have to resources? How much time can they afford to spend?


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ProficientC2

Can understand with ease virtually everything heard or read. Can summarise information from different spokenand written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herselfspontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complexsituations.

User C1Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can expresshim/herself fluently and spontaneously without much obvious searching for expressions. Can use languageflexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured,detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesivedevices.

Independent

B2Can understand the main ideas of complex text on both concrete and abstract topics, including technicaldiscussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makesregular interaction with native speakers quite possible without strain for either party. Can produce clear, detailedtext on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages anddisadvantages of various options.

User B1Can understand the main points of clear standard input on familiar matters regularly encountered in work,school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language isspoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describeexperiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and

plans.

Basic

A2Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.very basic personal and family information, shopping, local geography, employment). Can communicate in

simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.Can describe in simple terms aspects of his/her background, immediate environment and matters in areas ofimmediate need.

User A1Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needsof a concrete type. Can introduce him/herself and others and can ask and answer questions about personal detailssuch as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided theother person talks slowly and clearly and is prepared to help.


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A

Basic user

A1 A2

B

Independentuser

C

Proficientuser

B1 B2 C1 C2


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Examples of descriptors 1

A1 Can understand and use familiar everydayexpressions and very basic phrases aimed at

satisfaction of needs of a concrete type. Canintroduce him / herself and can ask andanswer questions about personal details, suchas where he/ she lives, people he/she knows

and things he/she has. Can interact in asimple way provided the other person talksslowly and clearly and is prepared to help.


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Examples of descriptors 2

C2 Can understand with ease everything

heard or read. Can summarise information

from different spoken and written sources,reconstructing arguments and accounts in a

coherent presentation. Can express

himself / herself spontaneously, very fluentlyand precisely, differentiating finer shades of

meaning even I more complex situations


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Characteristics of the

descriptorsThey are all positive

They are in a standard sequence reception,

production, interaction, mediation

They are flexible the scale can be reduced tothree levels, or expanded to 12 or more

They can be expressed as a scale for self-assessment = I can.

They can be used as a basis for more specialised

scales


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Levels can be sub-divided

The levels are too broad to show progress over

a short period, so you can sub-divide them.

The Swiss education system has six levels upto B1 (A1.1, A1.2, A2.1, A2.2, B1.1, B1.2) for

compulsory schooling up to the age of 16.


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How much vocabulary do you

need?A2

B1B2

Around 850 words

Around 1500 words

(Threshold level)

Around 4500 words


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The importance of the scale

Its been adopted by ALTE (UCLES, Goethe, AllianceFranaise etc.) and will be used as the level descriptorfor their exams and equivalences

A number of countries are using it / going to use it as abasis for school language certification (France, Italy,Finland)

The European Language Portfolio is based on it and theself-assessment scale

It will affect the levels used in coursebooks etc.


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