Study Group 5 STANAG for Non-Specialists. Task Simplify the STANAG 6001.4 document for administrative purposes Outline salient aspects in non-technical.

Slides:



Advertisements
Similar presentations
Linking CfE Outcomes to other languages frameworks
Advertisements

Arkansas English Language Proficiency Assessment (ELPA) Score Interpretation Arkansas English Language Proficiency Assessment (ELPA) Score Interpretation.
Language Assessment System (LAS) Links TM Census Test.
Introducing the NCSSFL - ACTFL Can-do Statements 2013 ACTFL Convention Orlando, FL Friday, November 22, 2013 Jacqueline Van Houten Elvira Swender.
California English Language Development Test Review of the Test Composition.
PARRT THREE: Processes and Guidelines in Technical Writing.
1 Linguapeace Europe Materials SLP2 - SLP3. Linguapeace Europe 15/10/04 - Krakow 2 Target population Arenas of interaction Outcome levels Content by theme.
Mapping our language programmes Vicky Wright Centre for Language Study
C HINESE 318 Introduction to Applied Chinese Linguistics.
Principles for teaching speaking 1.Give students practice with both fluency and accuracy 2.Provide opportunities for students to interact by using pair.
1 Novice Intermediate Advanced Superior. 2 Adapted by Helena Curtain.
This speech/presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation.
Testing 09. Problems and Directions Past experience with language help us come to the conclusion that we should keep a balance between linguistic and.
Beginning Oral Language and Vocabulary Development
Listening Task Purpose of the test:
Stages of Second Language Acquisition
National Curriculum Key Stage 2
14: THE TEACHING OF GRAMMAR  Should grammar be taught?  When? How? Why?  Grammar teaching: Any strategies conducted in order to help learners understand,
READING QUESTION TYPES
ESL Phases & ESL Scale Curriculum Corporation 1994.
ACADEMIC DIRECTION / TESTING OFFICE. Language proficiency scale 0 No practical proficiency 1 Elementary 2 Fair Limited working 3 Good Minimum professional.
(2) Using age-appropriate activities, students expand their ability to perform novice tasks and develop their ability to perform the tasks of the intermediate.
ACTFL Immersion. Who uses this?  US Department of Defense  Missionary training schools.
Romanian Speaking Evaluation Cpt. Corina Ispas Romania.
Applicable Sunshine State Standards Source: Pinellas County School Board Instructional Manager.
TOEFL iBT Speaking Overview SectionContentTimeScore Speaking6 speaking tasks 2 independent tasks 4 integrated tasks Total time: 20 minutes Prep time: 15─30.
Item52321 Content Full realization of the task. All content points included Good realization of the task. There is adherence to the task with one missing.
1 Who, What, Where, WENS? The Native Speaker in the ILR ECOLT 2010 October 2010 ILR Testing Committee ECOLT 2010 October 2010 ILR Testing Committee.
The new languages GCSE: STRATEGIES FOR SUCCESSFUL IMPLEMENTATION.
Unit 13 Integrated Skills. Aims of the Unit -- To understand the reasons of integrating the four skills; --To grasp two ways of integrating the four skills.
Building Curricula Based on STANAG 6001? Roy Lowthian Estonian National Defence College.
Mark COMMUNICATION Criteria 9-10 Very Good Information, ideas and points of view are presented and explained with confidence. Can narrate events when appropriate.
An account of my holiday WALT: be competent in writing about your holiday WILF: Grade D – Grade E + what you are going to do Grade C – Grade D + what you.
1 The Dual Role of the Dual Immersion Educator: Teacher of Content and Language Greg Duncan
II. LANGUAGE AND COMMUNICATION DOMAIN I can answer questions and talk with my teacher and friends. I can follow directions. Listening Comprehension Skill.
HYMES (1964) He developed the concept that culture, language and social context are clearly interrelated and strongly rejected the idea of viewing language.
BUILDING STUDENTS’ LITERACY SKILLS Rosanne Zeppieri Teaching World Languages: Elementary.
Paraprofessionals and Language Proficiency Requirement Bilingual Paraprofessional Conference March 23, 2005 Hamline University
Writing. Academic Writing Allow about 20 minutes In TASK 1 candidates are presented with a graph, table,chart or diagram and are asked to describe, summarise.
TEFL METHODOLOGY I COMMUNICATIVE LANGUAGE TEACHING.
PET Examination OVERVIEW John Scullion Guadalajara 1.
Benjamin Rifkin The College of New Jersey.  Background  Development  ACTFL and ILR  Modalities  Levels and sublevels.
Focus on Writing How to Identify a Good Writing The Writing Process:Pre-Writing The Writing Process:Drafting and Editing Designing Controlled and Guided.
Using TESOL’s Standards to Guide Instructional Design
COURSE AND SYLLABUS DESIGN
Year R Stay and Play Talk. Why?  Communication is the number one skill. Without it, children will struggle to make friends, learn and enjoy life.
Learning Link *Lisez les posters et notez les erreurs Critique – be kind, specific and helpful How can you improve on what you’ve done?
Objectives of session By the end of today’s session you should be able to: Define and explain pragmatics and prosody Draw links between teaching strategies.
Key Stage 2 Portfolio. Llafaredd / Oracy Darllen / Reading Ysgrifennu / Writing Welsh Second Language.
T H E D I R E C T M E T H O D DM. Background DM An outcome of a reaction against the Grammar- Translation Method. It was based on the assumption that.
Chapter 5 The Oral Approach.
To my presentation about:  IELTS, meaning and it’s band scores.  The tests of the IELTS  Listening test.  Listening common challenges.  Reading.
Analysing different levels of sporting performance.
IB Assessments CRITERION!!!.
STANAG for Non-Specialists
STANAG 6001 Speaking Test Observations; Lessons learned
ACTFL Immersion.
Listening listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through.
Botero a Solar Developing an Integrated Performance Assessent based on Art of Contemporary South America.
SPEAKING ASSESSMENT Joko Nurkamto UNS Solo 11/8/2018.
Sarah knows enough Spanish to speak simply, with some circumlocution, in casual conversations about concrete topics, such as her own background, her family.
LANGUAGE TEACHING MODELS
SPEAKING ASSESSMENT Joko Nurkamto UNS Solo 12/3/2018.
TOEFL iBT Speaking Overview
Intermediates Here is a simple profile for Intermediate proficiency speakers from ACTFL 2012.
National Curriculum Requirements of Language at Key Stage 2 only
Intermediates Here is a simple profile for Intermediate proficiency speakers from ACTFL 2012.
TOEFL iBT Speaking Overview
Common European Framework of Reference for Languages
BILC Testing Workshop Tours, France September 3-5, 2019
Presentation transcript:

Study Group 5 STANAG for Non-Specialists

Task Simplify the STANAG document for administrative purposes Outline salient aspects in non-technical terms Produce a draft document –Can-do and cannot do statements

Our Process Began with Speaking descriptions for 1+ and L2 Identified features according to categories Color-coded features according to categories –Introductory statement –Task –Content –Accuracy

Our Process (continued) Reduced four categories to two categories –Task/content (what the speaker can do) –Accuracy (how well the speaker can do this) Focused on base levels 1-3 only at this time Selected salient points and identified examples Removed what is not relevant for non- specialists

Guiding Principles Rephrase and reword as long as meaning is maintained Make language transparent for non- language specialists Align similar features across levels

Current and Proposed (L2) Able to communicate in everyday social and routine workplace situations. In these situations the speaker can describe people, places, and things; narrate current, past, and future activities in complete, but simple paragraphs; state facts; compare and contrast; give straightforward instructions and directions; ask and answer predictable questions. Can confidently handle most normal, casual conversations on concrete topics such as job procedures, family, personal background and interests, travel, current events. Can often elaborate in common daily communicative situations, such as personal and accommodation-related interactions; for example, can give complicated, detailed, and extensive directions and make non-routine changes in travel and other arrangements. Can interact with native speakers not used to speaking with non- natives, although natives may have to adjust to some limitations. Can combine and link sentences into paragraph-length discourse. Simple structures and basic grammatical relations are typically controlled, while more complex structures are used inaccurately or avoided. Vocabulary use is appropriate for high-frequency utterances but unusual or imprecise at other times. Errors in pronunciation, vocabulary, and grammar may sometimes distort meaning. However, the individual generally speaks in a way that is appropriate to the situation, although command of the spoken language is not always firm. What the L2 speaker can do Communicate in everyday social and workplace situations about topics such as job procedures, family, personal background and interests, current events Describe people, places, and things; compare and contrast Talk about current, past, and future activities State facts, give instructions and directions How well the L2 speaker can do this Combine sentences into simple, organized paragraphs Use basic grammar, most common words and expressions even though there may still be errors Can be generally understood by native speakers

Recommendations Secure buy-in on the methodology, content, and presentation BILC Working group to continue the initiative –Address all levels and plus levels –Address other skills Used in conjunction with the full STANAG Explore legal implications of the publication of this type of document