CEFR IN POLAND CURRICULUM AND TEACHER TRAINING

STAGES IN THE IMPLEMENTATION OF CEFR Stages springing from CEFR availability ( ) EXPERT STAGE - teacher trainers, researchers MATERIALS DESIGN STAGE - authors, publishers TEACHER TRAINING (pre- and in-service) The role of ECML The role of the T ED JOURNAL „JOWSz”

THE IMPACT OF CEFR SYLLABUS DESIGN UPGRADING CURRICULA FOR TEACHER EDUCATION AND TRAINING ON-GOING EVALUATION AND SELF-EVALUATION OF LEARNERS – LEARNER AUTONOMY ASSESSMENT OF LANGUAGE SKILLS IN LIFE- LONG EDUCATION AND IN-SERVICE TRAINING

CEFR AND LONG–TERM AIMS OF THE SCHOOL REFORM TWO FL IN THE SCHOOL SYSTEM THE EARLY START FOR THE FIRST FL LOWER STARTING AGE FOR THE SECOND FL BROADENING THE LANGUAGE OFFER ENSURING QUALITY OF LANGUAGE EDUCATION

CEFR IDEAS IN THE POLISH REFORM STRUCTURAL REFORM - two tier 8+4 into three tier FL from age 10, 2 FLs in secondary education CURRICULAR REFORM - curricular guidelines for 3-year ed. stages - teacher made syllabus documents ASSESSMENT REFORM - formative and descriptive evaluation - external school–leaving examination

CEFR IDEAS IN THE PRACTICE OF SCHOOL LANGUAGE EDUCATION PROMOTING LEARNING TO LEARN, STRATEGY TRAINING ENCOURAGING INDIVIDUALISATION CATERING FOR A VARIETY OF EDUCATIONAL CONTEXTS AND NEEDS (S.E.N STUDENTS, CLIL CONTEXTS) ENSURING COMPARABILITY OF SYLLABUS DOCUMENTS INTRODUCING NON - TEST ASSESSMENT ( PORTFOLIO, PROJECT, LOG) AND SELF-EVALUATION

CEFR IDEAS IN LIFE-LONG EDUCATION CEFR ORIENTED STRUCTURING OF TERTIARY EDUCATION e.g. Warsaw University School of Foreign Languages CEFR ORIENTED STRUCTURING OF COURSES AND QUALIFICATIONS e.g. Association of the Polish Banks CEFR ORIENTED SYLLABUS DESIGN FOR THE TEACHING AND TESTING OF POLISH AS A FOREIGN LANGUAGE e.g. W. Martyniuk’s A1 TiPS project

THE ROLE OF CEFR AND ELP IN PROMOTING NEW METHODOLOGIES SELF-AWARENESS, REFLECTION The European Language Portfolio (ELP) EQUAL EDUCATIONAL OPPORTUNITY The European Language Label (ELL) ICT (eTwinning)

THE IMPACT OF CEFR ON CURRICULA FOR TEACHER EDUCATION IN THE LANGUAGE COMPONENT interaction and mediation in language activities savoir-être and savoir-apprendre in general competences IN THE METHODOLOGY COMPONENT approach to error domains, activities, topics and text types learning and communication strategies IN THE PEDAGOGIC COMPONENT competences–based approach the positive I CAN approach in learner-centred education

CEFR IN TEACHER EDUCATION. DIFFICULTIES AND OPPORTUNITIES Difficulties TEXT LENGTH AND COMPLEXITY CONFUSING TERMINOLOGY Opportunities – HK action research on promoting CEFR in teacher education PRE-SERVICE BA the learner’s perspective: self-profiling with CEF PRE-SERVICE MA the teacher’s perspective on the learner : learner’s profiles, teaching plans IN-SERVICE TRAINING the teacher’s perspective on the language class : needs, syllabus, method

TASKS FOR THE FUTURE Language in school education Demonstrating how languages support child development (memory training, critical thinking, self-expression) Demonstrating how languages support other subject-areas ( cross-curricular topics and projects) Using languages in education ( bilingual education, CLIL, educational exchanges) Teacher education - piloting The European Portfolio for Student Teachers of Languages ( EPOSTL)

TASKS FOR THE FUTURE Languages in life-long education Curriculum scenarios Plurilingual competence – whole language education, transversal competences Modular approaches to language proficiency - partial competences, strategies for intercomprehensibility