““Integrating Integrating Phonology following Phonology following

the ALTE levels”the ALTE levels”

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

“11th Conference for Teachers of English”

““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 briefly analyze the Common European Framework of Reference for Languages and see how the phonological aspect can be integrated to the other areas of language teaching.

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

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.

http://www.coe.int/t/dg4/linguistic/source/framework_en.pdfhttp://www.coe.int/t/dg4/linguistic/source/framework_en.pdf

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/

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

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

Provides standards forProvides standards for24 languages:24 languages:

ObjectivesObjectives“… 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 diversifying and intensifying language learninglanguage learning in order to promote promote plurilingualism in a pan-European contextplurilingualism in a pan-European 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

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

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

COMPREHENSIVE

• By ‘comprehensivecomprehensive’ is meant that the C E F should attempt to specify as full a range of language knowledge, range of language knowledge, skills and useskills and use as possible, and that all users should be able to describe their objectives by reference to it.

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

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

TRANSPARENT

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

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

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

COHERENT

• 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.

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

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 - -

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

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)

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

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.

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.

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

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.

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

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.

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

PHONOLOGI CAL 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

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