The Can-Do Statements in Teacher Education
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Transcript of The Can-Do Statements in Teacher Education
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The Can-Do Statements in Teacher Education
Marisa Constantinides, CELT International Teacher Development Centre
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
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© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+Number & scope of levels
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+Exams – levels – courses
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+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
+ Drag picture to placeholder or click icon to add
Drag picture to placeholder or click icon to addThe Alte Can Do
Statements
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+Interpretation of descriptors
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
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Problems with some descriptors
http://www.englishprofile.org/images/pdf/GuideToCEFR.pdf from
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+Similarities in descriptors
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
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
+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
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© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
Related & Necessary Documents
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
The can dos vs detailed specifications
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
The can dos vs detailed specifications
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+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
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“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
+ Models of Teaching
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
Richards, J. & Rodgers T., 2001, Approaches & Method in Language Teaching, CUP.
+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
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
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Link to transcript of the chat © Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
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
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
+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
+What is it used for?
From http://www.englishprofile.org/images/pdf/GuideToCEFR.pdf
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+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
+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
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
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
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
+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
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
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
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Photo Credit: THE SHOW MUST GO ON via Compfight cc
My Three Wishes
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
+ 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
+ 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
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© 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
Photo Credit: Stuck in Customs via Compfight cc
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014
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My email [email protected] Twitter @Marisa_CMy Centre www.celt.edu.grMy Blog ttp://marisaconstantinides.edublogs.org/
Hvala Lepa!
Thank you !
Merci!
Ευχαριστώ!
© Marisa Constantinides – CELT Athens – CEFR Web Conference March 29 2014