The$CEFR Companion$Volume: UsesandImplica/onsfor …...!!!!!Outline! The!CEFR Companion!Volume(CV)...
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The CEFR Companion Volume: Uses and Implica/ons for Language Tes/ng and Assessment Neus Figueras Casanovas nfi[email protected] IATEFL TEASIG Webinar, 15th May 2018
Transcript of The$CEFR Companion$Volume: UsesandImplica/onsfor …...!!!!!Outline! The!CEFR Companion!Volume(CV)...
The CEFR Companion Volume: Uses and Implica/ons for Language Tes/ng and Assessment Neus Figueras Casanovas
IATEFL TEASIG Webinar, 15th May 2018
Outline The CEFR Companion Volume (CV) • Contextual Clues • ObjecPves and Contents The CV, assessment and tesPng • Work so far • Issues and challenges
Summary and Outlook
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What a person can do in the language How well Under which circumstances
The planning of Language learning programmes Language cerPficaPon Self-‐directed learning
AcPon-‐oriented approach Transparency -‐ Tool for communicaPon Comparability -‐ Common yardsPck Progress -‐ SPmulates discussion
• Not very accessible and user-‐friendly • Vague and imprecise descriptors • Need for defining addiPonal sub-‐levels
• Need for addiPonal materials for teachers
• Not applicable to young learners • Unsuitable for higher educaPon • Unsuitable for language for specific purposes
• HarmonisaPon (Fulcher 2004, McNamara 2007)
• Lack of scienPfic basis (Hulstjin 2007)
CriPcisms
CEFR implementaPon in the classroom
strong
Armin Berger -‐ 6th EALTA CEFR SIG
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January 2009
Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessmnet (CEFR)
Language Policy Division
www.coe.int/lang
h^ps://www.coe.int/en/web/common-‐european-‐framework-‐reference-‐languages
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Regional, minority and migration
languages
LANGUAGE(S) OF SCHOOLING
Foreign languages – modern and
classical
Language as a subject
Language(s) in other subjects
The learner and the languages present in
school
The Pla;orm of resources and references for plurilingual and intercultural educa/on h^ps://www.coe.int/en/web/plaaorm-‐plurilingual-‐intercultural-‐language-‐educaPon/
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IniPal ObjecPves of the Project • RevisiPng/UpdaPng the CEFR 20 years aber • ComplePng the descripPve scheme
• Ubicar los contenidos del MCER…20 años después (criPcisms, etc. )
• Desarrollar escalas para las áreas en las que no había (mediación, comunicación on line, reacciones ante la literatura,…).
• Enriquecer/completar las escalas de 2001 con descriptores en el nivel A1 (y pre A-‐1) y en los niveles C1 /C2.
• Compilar descriptores para jóvenes aprendientes (7-‐10 /11-‐15 años)
• ComplePng the descripPve scheme • OperaPonalising the scheme with new scales for: -‐ Online interacPon -‐ MediaPon (including reacPons to creaPve text) -‐ Plurilingual and pluricultural competence -‐ Signing competences • UpdaPng the 2001 set of scales, (including adding a few new scales)
• Reinforcing the CEFR message: learning, teaching, assessment
Brian North at the Launch of the CV in Strasbourg, May 2018. 9
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The Companion Volume (CV) Preface with acknowledgements Foreword IntroducPon to the CEFR Companion Volume • Key aspects of the CEFR for teaching and learning • The project to update and extend the CEFR illustraPve descriptors • The CEFR IllustraPve Descriptor Scales -‐ CommunicaPve language acPviPes and strategies -‐ CommunicaPve language competences -‐ Signing competences -‐ Plurilingual and pluricultural competence Appendices
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Council of Europe Foreword • Since the CEFR was published, the engagement of the Council’s Language Policy
Programme together with its European Centre for Modern Languages (ECML) has broadened.
• A number of policy documents and resources that further develop the underlying
educa/onal principles and objec/ves of the CEFR are available, not only concerning foreign/second languages but also as regards the language of schooling, and the development of curricula to promote plurilingual and intercultural educa/on.
• It is important to note that the addi/ons do not impact on the construct described in the CEFR, or on its Common Reference Levels. The Companion Volume, and in par/cular the descriptors for new areas, represent an enrichment of the original descrip/ve apparatus.
(Bergan, S. and Qiriazi, V. 2017:22)
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RECEPTION
PRODUCTION
MEDIATION INTERACTION
(Fig.2. CV 2017:32)
Four modes of communicaPon
‘In both the recepPve and producPve modes, the wri^en and/or oral acPviPes of media3on make communicaPon possible between persons who are unable, for whatever reason to communicate with each other directly. TranslaPon or interpretaPon, a paraphrase, summary or record, provides for a third party a (re)formulaPon of a source text to which this third party does not have direct access. MediaPon language acPviPes, (re)processing an exisPng text, occupy an important place in the normal linguisPc funcPoning of our sociePes.’(CEFR SecPon 2.1.3) 14
Graphical representaPons of the CEFR (Figs. 4,5,6. CV 2017: 34)
Key aspects of the CEFR for teaching and learning.
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Activities In 2001 descriptive scheme
In 2001 illustrative descriptor scales
Descriptor scales updated in this volume
Descriptor scales added in this volume
Reception Spoken √ √ √
Written √ √ √
Strategies √ √ √
Production Spoken √ √ √
Written √ √ √
Strategies √ √ √
Interaction Spoken √ √ √
Written √ √ √
Strategies √ √ √
Online √
Mediation Text √ √
Concepts √ √
Communication √ √
Competences
Communicative language competence
Linguistic √ √ √ √ (Phonology)
Pragmatic √ √ √
Sociolinguistic √ √ √
Other Plurilingual / Pluricultural
√ √
The descripPve scheme: 2001 illustraPve descriptors, the updates and the addiPons
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Summary of changes to 2001
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Changes to 2001 descriptors
-‐ NaPve speaker
-‐ Absolute Statements
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New descriptors
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New scales Reading as a leisure acPvity Sustained monologue: giving informaPon Using TelecommunicaPons Online conversaPon and discussion Goal-‐oriented online transacPons and collaboraPon Phonological control (Overall, Sound ArPculaPon, Prosodic Features) MediaPon AcPviPes MediaPng a text MediaPng concepts MediaPng communicaPon MediaPon Strategies Plurilingual and pluricultural competence Building on pluricultural repertoire Plurilingual comprehension Building on plurilingual repertoire
A total of 35 scales ( 24 for mediaPon)
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CEFR 2001 = 54 scales
+ SUPPLEMENTARY DESCRIPTORS Appendix 9
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Oral media3on • simultaneous interpretaPon (conferences, meePngs, formal speeches, etc.); • consecuPve interpretaPon (speeches of welcome, guided tours, etc.); • informal interpretaPon: (of foreign visitors in own country, of naPve speakers when abroad, in social and transacPonal situaPons for friends, family, clients, foreign guests, etc., of signs, menus, noPces, etc. WriJen media3on • exact translaPon (e.g. of contracts, legal and scienPfic texts, etc.); • literary translaPon (novels, drama, poetry, libret, etc.); • summarising gist (newspaper and magazine arPcles, etc.) within L2 or between L1 and L2; • paraphrasing (specialised texts for lay persons, etc.).
• Planning Developing background knowledge; LocaPng supports; Preparing a glossary; Considering interlocutors’ needs; SelecPng unit of interpretaPon. • Execu3on Previewing: processing input and formulaPng the last chunk simultaneously in real Pme; NoPng possibiliPes, equivalences; Bridging gaps. • Evalua3on Checking congruence of two versions; Checking consistency of usage. • Repair Refining by consulPng dicPonaries, thesaurus; ConsulPng experts, sources.
No illustraPve scales available CEFR 4.4.
MediaPon AcPviPes MediaPon Strategies
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Coste& Cavalli 2015:36
A broader view of mediaPon
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In media/on, the user/learner acts as a social agent who creates bridges and helps to construct or convey meaning, some/mes within the same language, some/mes from one language to another (cross linguis/c media/on). The focus is on the role of language in processes like crea/ng the space and condi/ons for communica/ng and/or learning, collabora/ng to construct new meaning, encouraging others to construct or understand new meaning, and passing on new informa/on in an appropriate form. The context can be social, pedagogic, cultural, linguis/c or profesional. (CV 2017: 103)
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Overall Media3on
Media3ng Concepts Collabora/ng in a group § FacilitaPng collaboraPve interacPon
with peers § CollaboraPng to construct meaning Leading group work § Managing interacPon § Encouraging conceptual thought
Media3ng a Text § Relaying specific informaPon -‐ S&W § Explaining data (e.g. in graphs) -‐ S&W § Processing text -‐ S&W § TranslaPng a wri^en text -‐ S&W § Note-‐taking § Expressing a personal response to
arPsPc text (including literature) § Analysis and criPcism of creaPve text
(including literature)
Media3ng communica3on § FacilitaPng pluricultural space § FacilitaPng communicaPon in delicate situaPons & disagreements § AcPng as an intermediary in informal situaPons
Media3on strategies Strategies to explain a new concept § Linking to previous knowledge § Breaking down complicated informaPon § AdapPng language Strategies to simplify a text § Amplifying a dense text § Streamlining a text
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Plurilingual and pluricultural competence
..the need for learners as “social agents” to draw upon all of their linguisPc and cultural resources and experiences in order to fully parPcipate in social and educaPonal contexts, achieving mutual understanding, gaining access to knowledge and in turn further developing their linguisPc and cultural repertoire (CV:143, drawing on CEFR 2001 secPons 1.3, 1.4 and 6.1.3.
+ FacilitaPng pluricultural space in MediaPng CommunicaPon
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Plurilingual and pluricultural competence Ke
y Co
ncep
ts Ope
raPo
nalized
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The CV in assessment and tesPng
Work so far (documented)
-‐ Council of Europe Launch MeePng -‐ May 2018
-‐ WEBINARS: Council of Europe EAQUALS EALTA Cambridge Assessment IATEFL -‐ SIGS and Conferences: EALTA (Dublin CEFR SIG -‐ January 2018) ALTE UKALTA
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KPG – Athens, Greece. h^ps://rcel2.enl.uoa.gr/kpg/kpgcorner_may2010.htm
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ReacPons
Enthusiasm -‐> CauPon -‐ > …? RevisiPng the assessment construct(s) and reposiPoning as teachers/testers/materials writers… What Why How If
Updates MediaPon Plurilingual and Pluricultural
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The “What” Appendix 6 in the CV: Examples of use in different domains for descriptors of online interacPon and mediaPon acPviPes (2018:216)
Media3ng Concepts Encouraging Conceptual Talk SituaPon (& Roles) Level Descriptors Personal Public OccupaPonal EducaPonal A2 Can ask what somebody thinks of a
certain idea when discussing opPons with family, friends or housemates for an evening out, when organizing a party
at a community meePng
during team meePngs: during collaboraPve work on a project
when engaging in simple class discussions
The “Why” • What score based-‐decisions need to be made that require tasks including mediaPon/
plurilingual/pluricultural?
• How relevant are such tasks to the target language use domain/context?
• What is the actual use of the scores?
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• Are educaPonal systems ( and teachers and testers) ready to employ and sustain what the new scales imply?
• What kind of accommodaPons and condiPons need to be in place for the new scale
descriptors to be implemented successfully?
The “How”
• Does cross-‐linguisPc mediaPon raise fairness concerns? content comparability across forms -‐ assessing non-‐linguisPc competence
• The plurilingual vision vs. mulPlingualism • The topic “pluricultural” is sensiPve as it is not consensual in all European countries. The word “culture” is used 52 Pmes in the CEFR and 25 in the CV. It is associated with “shared”, “communicaPon” and “democraPc”. But, there is no strong defini3on of culture…
The “Ifs”
Issues & Challenges
The CV opens up ways of assessing beyond the 4 skills. The CV asks for a re conceptualizaPon of language assessments and tests. We really want to encourage the development of mediaPon, plurilingual and pluricultural competences and strategies… but we really do not yet know how to go about that… or how to assess them. DramaPc differences between low stakes and high stakes assessment .
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Difference between observa3on, assessment and measurement
-‐ Immediately useful – Less immediately useful e.g. changes, addiPons (phonology), new descriptors,… Improving exisPng tests and marking schemes.
-‐ Relevant – Less relevant e.g. -‐A1 descriptors, new descriptors, new scales… (CLIL, Specific purposes,..)
Be^er defining what was not possible to define (e.g. integrated tasks)
-‐ Straighaorward – Less Straighaorward implementaPon(s) (e.g. change in the test and/or in the specs + a change in linking procedures + a change in the complePon of Manual Forms/ the need for a new Form../..) Local relevance Common understanding Transparency
Dimensions
Consequences
Evidences
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Updated in Appendices 1 and 2
Using the 2009 Manual with the CV
TranslaPng a wri^en text in speech Relaying specific informaPon in speech Explaining data in speech Processing text in speech Expressing a personal response to creaPve texts Analysis and criPcism of creaPve texts Strategies to explain a new concept Strategies to simplify a text
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A number of open ques3ons in the use(s) of the CV in language tes3ng and assessment…
• How can The CV be used sensibly? What can be done to make it fully accessible (and understood)?
• How will the CV and the CEFR coexist ?
• What are the implicaPons in the use of the CV in assessment? How will it affect learning & teaching?
• Will CEFR implementaPon in the classroom get stronger?
• What are the implicaPons in the use of the CV for linking procedures using the 2009 Manual?
• What mechanisms can be put in place to collect feedback and data from CV-‐related iniPaPves and research? Council of Europe Case Studies, research colloquia…
Only 3me will tell ….
SUMMARY and OUTLOOK
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• CEFR Companion Volume with New Descriptors h^ps://rm.coe.int/cefr-‐companion-‐volume-‐with-‐new-‐descriptors-‐2018/1680787989 • Educa3on, Mobility, Otherness. The media3on func3ons of schools. h^p://www.coe.int/t/dg4/LinguisPc/Source/LE_texts_Source/LE%202015/EducaPon-‐Mobility-‐Otherness_en.pdf • Collated representa3ve samples of descriptors of language competence developed for young learners aged 7-‐10 years h^ps://www.coe.int/en/web/poraolio/overview-‐of-‐cefr-‐related-‐scales • Collated representa3ve samples of descriptors of language competence developed for young learners aged 11-‐15 h^ps://rm.coe.int/1680697fc9 • Webinar on “The CEFR Companion Volume and Prac3cal Considera3ons for Implementa3on” January 2018 -‐h^ps://rm.coe.int/report-‐webinar-‐on-‐the-‐cefr-‐companion-‐volume-‐january-‐2018-‐/1680794ec8 Launch mee3ng of the CV – Strasbourg May 2018 h^ps://www.coe.int/en/web/educaPon/newsroom/-‐/asset_publisher/ESahKwOXlcQ2/content/council-‐of-‐europe-‐launched-‐the-‐cefr-‐companion-‐volume-‐with-‐new-‐descriptors?inheritRedirect=false Final Report VIth EALTA CEFR SIG : The CEFR Companion Volume with New Descriptors: Uses and Implica3ons for Language Tes3ng and Assessment. Trinity College Dublin January 2018 h^p://www.ealta.eu.org/events/Report%20on%20VIth%20EALTA%20CEFR%20SIG%20rev%2023.02.18.pdf Ppt slides VII EALTA CEFR SIG. Bochum May 2018 (forthcoming h^p://www.ealta.eu.org/resources.htm)
References
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Thanks for your a^enPon!! Comments, quesPons…?
