Mais conteúdo relacionado Semelhante a The Can-Do Statements in Teacher Education (20) Mais de Marisa Constantinides (20) The Can-Do Statements in Teacher Education3. +
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
8. +
Problems with some descriptors
http://www.englishprofile.org/images/pdf/GuideToCEFR.pdffrom
© 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
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
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
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