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The Can-Do Statements in Teacher Education
1.
+ Marisa Constantinides, CELT International
Teacher Development Centre © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
2.
+ © Marisa Constantinides
– CELT Athens – CEFR Web Conference March 29 2014
3.
+ Number & scope
of levels © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
4.
+ Exams – levels
– courses © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
5.
+ From the Eaquals
Document http://clients.squareeye.net/uploads/eaquals2011/documents/EAQUALS_British_Council_Core_Curriculum_April2011.pdf © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
6.
+ The Alte Can Do Statements ©
Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
7.
+ Interpretation of descriptors ©
Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
8.
+ Problems with some
descriptors http://www.englishprofile.org/images/pdf/GuideToCEFR.pdffrom © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
9.
+ Similarities in descriptors ©
Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
10.
CEFR includes very
general and sometimes arcane descriptors for the language teacher …especially at pre-service level © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
11.
+ The Alte Can
Do Statements CEFR document not sufficient on its own The ALTE Framework Here http://events.alte.org/resources/framework_english.pdf Or here http://events.alte.org/cando/index.php © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
12.
+ © Marisa Constantinides
– CELT Athens – CEFR Web Conference March 29 2014 Related & Necessary Documents
13.
http://www.ealta.eu.org/documents/resources/Threshold-Level_CUP.pdf http://www.ealta.eu.org/documents/resources/Breakthrough%20specification.pdf http://www.ealta.eu.org/documents/resources/Waystage_CUP.pdf http://www.ealta.eu.org/documents/resources/Vantage_CUP.pdf Links to Related
& Necessary Documents © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
14.
The can dos
vs detailed specifications © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
15.
The can dos
vs detailed specifications © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
16.
+ The Alte Can
Do Statements • Theory or View of Language clear & transparent • Support the setting of objectives formulated as outcomes • Include the standard of behaviours acceptable in fulfillment of said objectives • Imply the necessity of language in a context of use © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
17.
+ “Some of the
instruments produced within the Council of Europe have played a decisive role in the teaching of so-called “foreign” languages by promoting methodological innovations and new approaches to designing teaching programmes.” https://www.coe.int/t/dg4/linguistic/dnr_EN.asp © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
18.
+ Models of Teaching ©
Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014 Richards, J. & Rodgers T., 2001, Approaches & Method in Language Teaching, CUP.
19.
+ The Alte Can
Do Statements • Do not include a Theory of Learning foreign languages • Procedures to be selected not readily obvious • Additional documentation & further analysis of can do statements a must • Do not imply or generate a sequence of linguistic elements © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
20.
http://www.englishprofile.org/images/pdf/GuideToCEFR.pdf Guidance for teachers How
can the CEFR be useful for teachers? • Understanding language levels better • Seeing more clearly what learners need to work on • Assessment grids • Curriculum plan © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
21.
+ Link to transcript
of the chat © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
22.
Some of the
things mentioned in #ELTchat • None of the participants knew about all of the resources • None of us had learnt about the CEFR either at University or their pre-service or in-service Teacher Courses • Most of us liked the concept of the can do’s and what it implies • Some of us share them with our learners though difficult to interpret fully by learners on their own © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
23.
Those in #ELTchat
who were more informed • Materials writers • Directors of studies • Teacher educators • Test designers • Worked for an examining body as examiners or markers • ESP teachers • Had completed postgraduate programmes • Were engaged in research © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
24.
+ Some thoughts • Information
obscured by academic language • Resources spread over a large number of documents • Reading of these documents not included in teacher preparation programme syllabuses © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
25.
+ What is it
used for? From http://www.englishprofile.org/images/pdf/GuideToCEFR.pdf © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
26.
+ How does each
level of Teacher-ed make use of the CEFR? Pre-service In-Service Developing a syllabus Creating tests/exams Marking tests/Exams Evaluating learner needs Designing a course Developing learning materials Describing language policies Continuous self-assessment Teacher training programmes © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
27.
+ How does each
level of Teacher-ed make use of the CEFR? Pre-service In-Service Developing a syllabus Creating tests/exams Marking tests/Exams Evaluating learner needs Designing a course Developing learning materials Describing language policies Continuous self-assessment Teacher training programmes © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
28.
Question of Accessibility
at pre- service level • Not mentioned in syllabuses • Not in prescribed reading lists © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
29.
An example of
how pre-service teachers are expected to make use of the CEFR • Focus on the learner assignment • Aims of lessons • Choice of contexts of use • Language selection for activities • Suitability of materials in coursebooks © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
30.
In-service training programmes
– e.g. The Cambridge DELTA • All areas in pre-service level Plus • Needs analysis • Course Planning • Test Design & for placement, or other purposes • Extended Assignments focusing on Exam preparation
31.
+ What’s missing? Clearer
requirements by Teacher Education syllabuses Pre-course familiarisation tasks – a website? Training tasks on pre-service and in-service programmes E.g. Given a can-do statement, what Language functions Exponents of said functions Grammatical structures Lexical fields E.g. Given a collection of the above, what Context of use is anticipated What CEFR level would they be suited for © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
32.
From http://www.cambridgeenglish.org/images/28906-alte-can-do-document.pdf CAN … •
go to a department store or other shop where goods are on display and • ask for what (s)he wants. • ask for what is required, if it is something which the shopkeeper can • readily understand. • deal with complex or sensitive transactions, for example the export of • an antique • exchange basic information, related to place in the queue, etc., with other customers. • go to a counter service shop and ask for most of what (s)he wants. • understand where the shopkeeper explains the difference between two or more products all serving the same basic purpose. • bargain in the market place where what is purchased is a relatively straightforward item and where the transaction is restricted to the exchange of the item for cash. • ask effectively for refund or exchange of faulty or unwanted goods. • bargain for what (s)he wants and reach an agreement. Training task sort into levels CEFR Level? © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
33.
© Marisa Constantinides
– CELT Athens – CEFR Web Conference March 29 2014
34.
+ Photo Credit: THE
SHOW MUST GO ON via Compfight cc My Three Wishes © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
35.
+ Simplification of documentation Translate
into simpler language accessible to teachers Photo credits – Image courtesy of http://www.123rf.com/photo_11961229_the-concept-of-education-of-children-the-generation-of-knowledge.html © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
36.
+ A text machine? Including
corpora? Grammar/functions bank? Fleisch & Kincaid scales?vs Image from http://www.alpha60.de/art/poetry_machine/ © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
37.
+ © Marisa Constantinides
– CELT Athens – CEFR Web Conference March 29 2014 Training Materials from the Wikimedia Commons • A training section on a central website with all resources • A course to ensure that we all have a fuller understanding
38.
Photo Credit: Stuck
in Customs via Compfight cc © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
39.
+ My email marisa.constantinides@gmail.com Twitter
@Marisa_C My Centre www.celt.edu.gr My Blog ttp://marisaconstantinides.edublogs.org/ © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
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