CEFR in the Norwegian Context Kirstin J. Reed, Oslo Metropolitan University

Higher/adult ed CEFR in English

English education in the Norwegian Context Background/mission statement of the Department of Education: English as a subject is the study of an international language and cultural diversity. In Norway  the subject is linked to studies in language, literature, culture and didactics. In our tradition English is for proficiency, communication, describe and discuss experiences and as an educational discipline.  Norway is a small language community and good language skills are of crucial importance for interpersonal contact, economic and cultural interactions beyond borders. English- language studies allow for greater understanding of cultural diversity, both nationally and internationally.  English has become a professional language in many professions and is essentially the language of research. In order to participate in an international research community it is necessary to have a high English language competence. Media and data development and a large degree of internationalization and exchange has led to increased need for English-speaking competence.  The English course opens for increased insight into the Anglo-American cultural heritage, as well part of our own cultural heritage, and for new perspectives on our common knowledge, culture and culture core values.

Existing national rubrics For incoming students from other countries The curriculum in basic Norwegian for linguistic minorities is age-dependent and level based. It is structured in four main areas: listening and speaking, reading and writing, language learning and language and culture. For each of these areas there are competence goals on three levels. These levels are largely prepared on the basis of the first four levels of the European Language Learning Framework (Common European Framework of Reference for Languages). (See curriculum in basic Norwegian, p. 1) The student can: Make important requests Tell about themselves, about things in their surroundings, or describe a photograph Can take part in a conversation Has pronunciation that is easy to understand Uses a variety of vocabulary Write a text, such as what they see in a photograph Write with few grammar errors Write with few spelling errors

Learning Aims Learning Aims are listed for grades 1, 2, 4, 7, 10 and are based on communicative competencies: Grade 4 (age 9) Use some common word words and simple spelling and sentence patterns Grade 7, 10 (age 12 and 15) Use central patterns for typing, word bending, sentence and text construction in text production A more systematic referral to the CEFR scales would be useful in providing a scale in which to measure student progress in smaller increments. What does progression mean? Learning aims for 7th and 10th years are the same. How do you chart progression of the higher level student?

Learning Aims after 7th grade: Identify and use different situations and learning strategies to expand their own skills in English Describe your own work in English Identify some linguistic similarities and inequalities between English and native language Use digital resources and other resources in your own language learning Oral communication Use listening and speaking strategies Understand and use a vocabulary related to familiar topics Understand the main content of oral texts on known subjects Use courtesy and situation-related expressions Express themselves to get help to understand and be understood in different situations Express and state your own opinion about known topics Initiate, get started and end conversations related to familiar situations Use basic patterns for pronunciation, intonation, word bending and sentence types in communication Express themselves about simple calculations, currency and metrics in communication about everyday situations

7th grade, continued Written communication The goal of the training is that the student should be able to use reading and writing strategies Understand and use a vocabulary related to familiar topics Understand the main content of self-chosen texts Read and understand different types of texts of varying degrees from different sources Take notes to create different types of texts Write coherent texts that tell, recount, describe experiences and express their own opinions Use basic patterns for typing, word bending, sentence and text construction in text production Use digital tools and other resources to find relevant information and create different types of texts Culture, Society and Literature Tell about people, places and events from English-speaking countries conversation about ways of living and ways of living in different cultures in English-speaking countries and in Norway, including Sami culture read English-language children's and youth literature and conversation about people and content express their own reactions to English-language literary texts, films, online culture, images and music express themselves in a creative way inspired by various types of English-language literary texts from different sources convey short texts about self-chosen topics

Competence goals after the 10th year Language learning The goal of the training is that the student should be able to use different situations, working methods and learning strategies to develop your own skills in English comment on their own work on learning English Identify significant linguistic similarities and inequalities between English and native language, and use this in their own language language Choose different digital resources and other resources, and use them in an independent manner in your own language learning Oral communication Select and use different listening and speech strategies tailored to the purpose Understand and use a general vocabulary related to different topics show the ability to distinguish between positively and negatively charged expressions that refer to individuals and groups of people Understand the main content and details in different types of oral texts on different subjects listen to and understand variations of English from different authentic situations express themselves with flow and context adapted purpose and situation express and state your own opinion about different topics initiate, get started and end discussions on different topics by asking questions and following up your input Use central patterns for pronunciation, intonation, word bending and different sentence types in communication Understand and use different expressions of numbers and other data in communication

Written communication The goal of the training is that the student should be able to Select and use different reading and writing strategies adapted to the purpose Understand and use a general vocabulary related to different topics show the ability to distinguish between positively and negatively charged expressions that refer to individuals and groups of people Understand the main content and details in self-chosen texts read, understand and evaluate different types of texts of varying degrees on different topics Use your own notes and different sources as the basis for writing write different types of texts with structure and context use central patterns for typing, word bending, sentence and text construction in text production Use digital tools and formal requirements for information processing, text production and communication Know privacy and copyright and select and use content from different sources in a verifiable manner Culture, Society and Literature discuss living and way of living in the United Kingdom, USA, other English-speaking countries and Norway account for features of history and geography in the UK and the United States discuss different types of English-language literary texts from English-language countries describe and reflect on the situation of indigenous peoples in English-speaking countries make, convey and talk about own texts inspired by English-language literature, film and cultural expressions conversation about and disseminating current and academic topics

Tests and Evaluation Grades Current curriculum Proposed curriculum 1-7 Based on learning aims 10th grade (age 15) Written: test written and graded centrally Spoken: test written and graded locally Written and oral combined exam: test written and graded centrally High school, vocational track High school, general studies track

Gradeschool Education: the presence of CEFR Not explicity stated: English language curriculum Teacher preparation programs Textbook and materials writing National Tests National Curriculum Guidelines «Documents such as the CEFR have influenced national curriculum documents, textbook designers, and second/foreign teachers alike» (Fenner, 2018, pg. 49).

Moving Forward One research study: teachers found the CEFR framework «to be subjective» when applying it to evaluation of student work (Palm & Ryen, 2014). Further training and familiarity with the CEFR would help to familiarize and make teachers more comfortable in using it.

References Fenner, Anne-Brit & Skulstad, Aud Solbjørg. (2018). Teaching English in the 21st Century, Central Issues in English Didactics. Bergen: Fagbokforlaget. Palm, Kirsten and Ryen, Else. (2014) Vurdering av andrespråksinnlærere— en utfording I skolen. Acta Didactica Norge, vol 8 no1 art 7. Regjeringen. Rammeplan for 4-årig Allmennlærerutdanning. Retrieved 26 October 2018 from https://www.regjeringen.no/globalassets/upload/kilde/ufd/pla/2003/0001 /ddd/pdfv/175022-allmennlaererutdanning.pdf. Utdanningsdirektoratet (2007). Kartleggingsmateriell.Språkkompetanse I grunnleggende norsk. Retrieved 27 October 2018 from https://www.udir.no/globalassets/upload/kartleggingsprover/udir_kartlegg ingsmateriell_bm_301007.pdf Utdanningsdirektoratet (2018). Kompetansemål etter 7. års trinn. Retrieved 28 October 2018 from https://www.udir.no/kl06/ENG1- 03/Hele/Kompetansemaal/kompetansemal-etter-7.-arstrinn Utdanningsdirektoratet (2018). Kompetansemål etter 7. års trinn. Retrieved 28 October 2018 from https://www.udir.no/kl06/ENG1- 03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn