The CEFR and the MFL classroom PDST seminar Maynooth University 7 Nov 2015

CEFR The bigger picture CEFR The bigger picture Learning & Teaching Assessment CEFR & the MFL classroom Can-do approach & language portfolios CEFR & the MFL classroom Can-do approach & language portfolios

Origin: Council of Europe Collaborative process of development since 1970s Launched in 2001 Objectives: Descriptive, transparent and coherent system of reference Cooperation in areas of language learning and certification Ultimately, improved communication and cooperation in Europe

CEFR The bigger picture CEFR The bigger picture COMMON EUROPEAN FRAMEWORK OF REFERENCE Common to all languages, levels, target groups…. European – wider European values Framework of Reference: Descriptive, not prescriptive Learning, teaching and assessment Multiplicity of functions and dimensions Relevant to learners & spectrum of language professionals Versatility through practical tools Work in progress, adaptation to needs & contexts

A work in progress… CEFR & CEFR-related resources Generic Language-specific

Syllabus design Examinations Teaching materials Teacher training 47

LearnersTeachersSyllabus designers Assessors/testers/ exam setters PublishersCourse writers National Language Education & Certification Authorities Language Certification Bodies Employers Who is the CEFR for?

CEFR The bigger picture CEFR The bigger picture 6 Overarching principles Action- oriented definition of language Learner autonomy/ language awareness Pluri- lingualism Pluri- culturalism Life-long learning European citizenship & mobility Communicative Can-do Communicative Can-do Learner at the centre Reflective learner Learner at the centre Reflective learner Pluri-lingual/ multilingual ‘partial competences’ Pluri-lingual/ multilingual ‘partial competences’ Pluri-culturalism/ Multiculturalism Diversity Pluri-culturalism/ Multiculturalism Diversity Before & after school Proficiency Language awareness Before & after school Proficiency Language awareness European identity Integration/cohesion Work & travel opportunities European identity Integration/cohesion Work & travel opportunities

3 statements max. per partner Take note of: the languages + language levels of both partners My languages My level in each language

CEFR The bigger picture CEFR The bigger picture Learning & Teaching Assessment

Learning & Teaching Can-do descriptors/language skills I can … ask somebody to do something I can … talk about an event, an experience or a dream I can … understand the key points of a newspaper article I can … describe events in a brief report I can… follow detailed directions to a place

A CEFR ‘can-do approach’? Learning & Teaching I can… Can dos are related to the learning context… reflection tool (p.21) Prioritises the needs of the learners (p.44) Prioritises the needs of the learners (p.44) Form and meaning are to be treated as interdependent (p.116) Accuracy in self-assessment is increased with reference to clear descriptors- defined standards (p.191) Accuracy in self-assessment is increased with reference to clear descriptors- defined standards (p.191) Action-oriented language use Levels Communicative definition of language Learning Teaching Assessment Tasks Can-dos Competences Skills

Learning & Teaching Communicative activity: Writing a letter TASK Reply to an received from a friend looking for information for a weekend in Dublin CAN DO DESCRIPTORS I can write an I can give information about a place I can make suggestions about a place I can ask for clarifications about expectations I can ask for preferences about a place I can express preferences about a place I can express preferences COMPETENCIES Functions: providing information, asking for clarification, making suggestions,.. Vocab (tourism language); Grammatical rules(time, place); Spelling rules Register: writing to a friend (familiar) correspondence conventions Knowledge about Dublin, knowledge about the friend’s interests

CEFR principles, can-dos and learning contents Learning & Teaching -My objectives -My progress in different skills -My next goals -How I learn, my strategies -Similarities and differences between languages I know -How the language works -The pieces of work or files which best showcase my proficiency -Similarities and differences with people I have met or heard about --… Reflection on

5 benefits of a ‘can-do’ approach - for students? Learning & Teaching 5 benefits of a ‘can-do’ approach - for teachers ?

CEFR ‘Can-do approach’ benefits – for students Learning & Teaching I can. It’s about what I can do, not what I can’t do. With the can-dos I can describe my proficiency I can assess and describe how confident I am in doing something I can distinguish differences in my progression in different skills I am learning and I can follow and describe my progression I can describe and reflect on my goals It is motivating to see how I progress and to be able to measure it I can discuss what works best with me in language learning Understanding how I learn best helps me be a better language learner

CEFR ‘Can-do approach’ benefits - for teachers Learning & Teaching Planning/ learning outcomes Planning/ Communicative activities Planning/ Assessment tasks AoL/Testing AfL/transparency of criteria AfL/ Descriptive Feedback Facilitates Differentiation Benchmark for selecting authentic resources Positive Emphasis Active/Reflective learning Motivation

Assessment CEFR levels of reference Breakthrough Mastery Waystage Threshold Vantage Proficiency

CEFR levels applied across languages

CEFR benchmarked certification systems – comparative table

Levels funnel Proficiency development rate

CEFR reference levels: global scale

Global scale Simplified global scale A1/A2 to C1

Example of proficiency levels: C2 Can produce clear, smoothly flowing, well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points C1 Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion B2 Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail B2 Can give clear, detailed descriptions and presentations on a whole range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples B1 Can reasonably fluently sustain a straight forward description of one of a variety of subjects with hi/her field of interest, presenting it as a linear sequence of points A2 Can give a simple description or presentation of people, living and working conditions, daily routines, likes/dislikes etc., … as a short series of simple phrases and sentences linked into a list A1 Can produce simple mainly isolated phrases about people and places Overall oral production

Example of proficiency levels: Which is which? Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and evaluating information and arguments from a number of sources Can write clear, well structured texts on complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion Can write simple isolated phrases and sentences Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by linking a series of shorter discrete elements into a linear sequence Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader find significant points Can write a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’, ‘because’ Overall written production B2 C1 A1 B1 C2 A2

CEFR qualitative scales – example Qualitative aspects of spoken lang. use Range Accuracy Fluency Interaction coherence

My languages my levels in each language

CEFR The bigger picture CEFR The bigger picture Learning & Teaching Assessment

CEFR The bigger picture CEFR The bigger picture Learning & Teaching Assessment CEFR & the MFL classroom Can-do approach & language portfolios CEFR & the MFL classroom Can-do approach & language portfolios I can…

CEFR /MFL classroom Can-dos Language portfolios CEFR /MFL classroom Can-dos Language portfolios CEFR aligned resources

Wouldn’t it be great…! A tool for students to map their progress A tool recognising my students’ pluri-lingualism A practical tool for a can-do reflective approach in action A way for students to showcase their language proficiency

The European language portfolio in a nutshell

ELP examples

Can-do checklists : How well can I… ? (examples)

ELP and beyond: ‘Our language portfolio’ Whole school or team initiatives

Parallels between the CEFR can-do approach to learning and the Junior Cycle key skills framework? Conclusion: A question and an invitation Question

CEFR and key skills

Students mapping their own language learning journey CEFR and the MFL classroom An invitation CEFR + ELP-based language portfolio = Toolkit for innovation and change in MFL classroom