Alt elevels phonotheory-silviaschnitzler

““Integrating Integrating Phonology following Phonology following

the ALTE levels”the ALTE levels”

by Prof. Silvia A. Schnitzlerby Prof. Silvia A. Schnitzler

““Teacher development is the process of Teacher development is the process of becoming the best teacher you can be. It becoming the best teacher you can be. It

means becoming a student of learning, your means becoming a student of learning, your own as well as that of others”own as well as that of others” (Maley 2000) (Maley 2000)..

The aim of this workshop is to provide a ‘learning space’ from a person-centered learning approach. We will integrate phonology to the other areas of language teaching. Activities will

be analyzed following the ALTE levels (Common European Framework of Reference

for Languages)

“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler www.silvias.com.ar

What is the What is the Common European FrameworkCommon European Framework??

It provides a common basiscommon basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europeacross Europe.

It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively.

The description also covers the cultural contextcultural context in which language is set. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long on a life-long basis.basis.

ALTE & CERF\CEF Ref Lang learning_teaching_assess.pdf“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler

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Association of Language Association of Language Testers in EuropeTesters in Europe (ALTE)

It is an association of providers of European foreign language examinations. Registered in 1992 as a European Economic Interest Group (EEIG), it provides a context for transnational collaboration between some of the major international providers in the field of language testing.

http://www.alte.org/ “Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler

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Provides Provides standards forstandards for

24 languages:24 languages:

Basque, Bulgarian, Catalan, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian,

Italian, Latvian, Lithuanian, Luxembourgish, Norwegian, Polish, Portuguese, Russian, Slovenian, Spanish, Swedish, Welsh.

ObjectivesObjectives – p 2“In the light of these objectives, the Committee of

Ministers stressed ‘the political importance at the present time and in the future of developing specific fields of action, such as strategies strategies for diversifying and intensifying language learningdiversifying and intensifying language learning in order to promote plurilingualism in a pan-promote plurilingualism in a pan-European contextEuropean context’ and drew attention to the value of further developing educational links and exchanges and of exploiting the full potential of new communication and information technologies.” p 4


Plurilingualism vs MultilingualismPlurilingualism vs Multilingualism

Multilingualism Multilingualism may be attained by simply diversifying the languages on offer in a particular school or educational system, or by encouraging pupils to learn more than one foreign language, or reducing the dominant position of English in international communication.


The plurilingual approachplurilingual approach emphasises the fact that as an individual person’s experience of language in its cultural contexts expands, from the language of the home to that of society at large and then to the languages of other peoples (whether learnt at school or college, or by direct experience), he or she does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages interrelateinterrelate and interactinteract.


What criteria must CEF meet?What criteria must CEF meet?• By ‘comprehensivecomprehensive’ is meant that the C E F

should attempt to specify as full a range of range of language knowledge, skills and uselanguage knowledge, skills and use as possible, and that all users should be able to describe their objectives by reference to it.

CEF should differentiate the various dimensions in which language proficiency is described, and provide a series of reference points (levels or steps) by which progress in learning can be calibrated. It should be borne in mind that the development of communicative proficiency involves other dimensions than the strictly linguistic (e.g. sociocultural awareness, imaginative experience, affective relations, learning to learn, etc)“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler

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What criteria must CEF meet?What criteria must CEF meet?

• By ‘transparenttransparent’ is meant that information must be clearly formulated and explicit, available and readily comprehensible to users.

• By ‘coherentcoherent’ is meant that the description is free from internal contradictions. With regard to educational systems, coherence requires that there is a harmonious relation among their components.


The ALTE levelsThe ALTE levels

ALTE level CEFR level ESOL exam IELTS exam TOEIC TOEFL

Level 5 C2 CPE 7.5+ 910+ 276+

Level 4 C1 CAE 6.5 - 7 701 - 910 236 - 275

Level 3 B2 FCE 5 - 6 541 - 700 176 - 235

Level 2 B1 PET 3.5 - 4.5 381 - 540 126 - 175

Level 1 A2 KET 3 246 - 380 96 - 125

Breakthrough A1 - 1-2 - -


Language activities Language activities p14

• Reception

• Production

• Interaction

/Mediation (translation)


Ludic uses of language Ludic uses of language p 55

Social & language games, puzzles,media games, verbal joking (punning)Aesthetic uses of language Aesthetic uses of language p 56

singing (nursery rhymes, folk songs, pop songs, etc.) retelling and rewriting stories, etc. listening to, reading, writing and speaking imaginative

texts (stories, rhymes, etc.) including audio-visual texts, cartoons, picture stories, etc. performing scripted or unscripted plays, etc. the production, reception and performance of literary texts,

e.g.: reading and writing texts (short stories, novels, poetry, etc.) and performing

and watching/listening to recitals, drama, opera, etc.“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler

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General phonetic awareness and skillsGeneral phonetic awareness and skillsSts ability to pronounce new languages

facilitated by:• an ability to distinguish and produce unfamiliar

sounds and prosodic patterns;• an ability to perceive and catenate unfamiliar

sound sequences;• an ability, as a listener, to resolve (i.e. divide

into distinct and significant parts) a continuous stream of sound into a meaningful structured string of phonological elements;

• an understanding/mastery of the processes of sound perception and production applicable to new language learning. (p 107)


Phonological competencePhonological competenceinvolves a knowledge of, and skill in the perception and production of:

• the sound-units (phonemesphonemes) of the language and their realisation in particular contexts (allophonesallophones);

• the phonetic features which distinguish phonemes (distinctive featuredistinctive featuress: voicing, rounding, nasality, plosion);

• the phonetic composition of words (syllable structure, sequence of phonemes, word stress, word tones);

• sentence phonetics (prosodyprosody): sentence stress and rhythm; intonation;

• phonetic reduction: vowel reduction; strong and weak forms; assimilation; elision. (p 116)


PHONOLOGICAL CONTROL

C2

As C1

C1

Can vary intonation and place sentence stress correctly in order to express finer shades of meaning.

B2

Has acquired a clear, natural, pronunciation and intonation.

B1

Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur.

A2

Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.

A1

Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.

“Integrating Phonology following the ALTE levels” - Prof. Silvia A. Schnitzler

www.silvias.com.ar

The ALTE FrameworkThe ALTE FrameworkThe ALTE ‘Can Do’ statements constitute a

central part of a long-term research programme set by ALTE, the aim of which is to establish a framework of ‘key levels’ of language performance, within which exams can be objectively described.

Much work has already been done to place the exam systems of ALTE members within this framework, based on an analysis of exam exam contentcontent and task typestask types, and candidate profilescandidate profiles. A comprehensive introduction to these exam systems is available in the ALTE Handbook of European Language Examinations and Examination Systems.


The ALTE ‘Can Dos’The ALTE ‘Can Dos’A checklist of what the L2 users can do

define the stage they’re at.• User-oriented • Basis for developing an activity-based curricula

and teaching materials.• Means of carrying out an activity-based

linguistic audit.• Means of comparing the objectives of courses

and materials in different languages in the same context.

• Multilingual - L2 relating to the real-world language skills.


LEVELS Listening/Speaking Reading Writing

C2 Level 5

CAN advise on or talk about complex or sensitive issues, understanding colloquial references and dealing confidently with hostile questions.

CAN understand documents, correspondence and reports, including the finer points of complex texts.

CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy.

C1 Level 4

CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions.

CAN read quickly enough to cope with an academic course, to read the media for information or to understand non-standard correspondence.

CAN prepare/draft professional correspondence, take reasonably accurate notes in meetings or write an essay which shows an ability to communicate.

B2 Level 3

CAN follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics.

CAN scan texts for relevant information, and understand detailed instructions or advice.

CAN make notes while someone is talking or write a letter including non-standard requests.

B1 Level 2

CAN express opinions on abstract/cultural matters in a limited way or offer advice within a known area, and understand instructions or public announcements.

CAN understand routine information and articles, and the general meaning of non-routine information within a familiar area.

CAN write letters or make notes on familiar or predictable matters.

A2 Level 1

CAN express simple opinions or requirements in a familiar context.

CAN understand straightforward information within a known area, such as on products and signs and simple textbooks or reports on familiar matters.

CAN complete forms and write short simple letters or postcards related to personal information.

A1 ALTE breakthrough level

CAN understand basic instructions or take part in a basic factual conversation on a predictable topic.

CAN understand basic notices, instructions or information.

CAN complete basic forms, and write notes including times, dates and places.

Organisation of the ‘Can Do’ Organisation of the ‘Can Do’ statementsstatements

The ‘Can Do’ scales consist currently of about 400 statements, organised into three general areas: Social and Tourist, Work, and Study.

Each includes a number of more particular areas, e.g. the Social and Tourist area has sections on Shopping, Eating out, Accommodation, etc.

Each of these includes up to three scales, for the skills of Listening/Speaking (combine the scales relating to interaction), Reading and Writing.


All in AllAll in All

Thank Thank you !!!you !!!

Contact @

[email protected]

Facebook:Facebook: Silvia Schnitzler MondinoTwitter:Twitter: silstorm

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Reference:Reference:Baker, Ann (1992; 2006) Ship or Sheep?, CUPHancock, M. (1995; 2008) Pronunciation Games – CUP Hewings, M. (1993) Pronunciation Tasks -CUP Hewings, Martin (2007) English Pronunciation in Use – advanced CUP Powel, Mark (1996) Presenting in English, LTPUnderhill, Adrian (2005) Sound Foundations new ed., Macmillan Books for Teachers.

Alt elevels phonotheory-silviaschnitzler

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