1. The Curriculum Framework for Romani
David Little

2. Council of Europe policy
The Council of Europe was established to defend human rights, parliamentary democracy and the rule of law
It attaches great importance to language learning as a means of preserving linguistic and cultural identity, improving communication and mutual understanding, and combating intolerance and xenophobia
The Common European Framework of Reference for Languages (CEFR) was developed to support Council of Europe policy by providing
“a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe” (CEFR, p.1)
The Curriculum Framework for Romani was developed in accordance with the same policy and is designed to perform the same function for Romani
Languages of schooling conference, Council of Europe, 8−10 June 2009

3. Languages of schooling conference, Council of Europe, 8−10 June 2009
The CEFR
The CEFR defines language proficiency at six levels arranged in three bands:
A1 and A2 (basic user)
B1 and B2 (independent user)
C1 and C2 (proficient user)
We can use these common reference levels as a starting point for
the elaboration of language syllabuses and curriculum guidelines
the design of learning materials and activities
the assessment of learning outcomes
Languages of schooling conference, Council of Europe, 8−10 June 2009

4. The CEFR’s action-oriented approach
It is fundamental to the CEFR’s action-oriented approach that we use language to perform social acts, to get things done
Thus the successive proficiency levels are defined in terms of what learners can do in the second/foreign language(s) they know or are learning
E.g. A1 Reading: Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required
The common reference levels comprise more than scales of “can do” descriptors: the behavioural description of second/foreign language proficiency is complemented by scales of linguistic competence/language quality and strategic competence
The Curriculum Framework for Romani limits itself to scaled descriptions of communicative behaviour
Languages of schooling conference, Council of Europe, 8−10 June 2009

5. The Curriculum Framework for Romani
Draws on the CEFR’s action-oriented approach and common reference levels to develop a resource for
educational planners
curriculum/syllabus designers
textbook writers and materials developers
teachers and teacher trainers
examiners
But note: The Curriculum Framework for Romani is not a teaching tool
Languages of schooling conference, Council of Europe, 8−10 June 2009

6. CFR: design considerations
The Framework should encompass the needs of three categories of learner
Those for whom Romani is the medium of education
Those who may hear Romani at home but have not developed a productive proficiency
Those for whom Romani is not a language of the home
It should cater for learners in three age groups
3-6 years
6-10 years
10-14/15 years
Languages of schooling conference, Council of Europe, 8−10 June 2009

7. CFR: design considerations
The CFR should be based on the first four levels of the CEFR:
A1 − The first identifiable level of proficiency: learners can use simple phrases or single words to respond to questions or to give basic information on very familiar topics
A2 − Learners can interact and react in a basic way to familiar everyday situations
B1 − Learners can interact in a range of different contexts and can cope with more challenging though still routine situations
B2 − Learners are much more aware of language and have the confidence and ability to control communicative situations
Languages of schooling conference, Council of Europe, 8−10 June 2009

8. CFR: design considerations
The Framework should be user-friendly: not too long, not too complex, and largely self-explanatory
It should be of immediate practical use to educational planners, syllabus designers, textbook writers, teachers and examiners
It should be graded so that it reflects progression in learning
It should include the skills of Listening, Reading, Spoken Interaction, Spoken Production and Writing
It should be organized around themes/contexts/situations of particular relevance to Roma culture (determined in consultation with a group of Roma experts)
Languages of schooling conference, Council of Europe, 8−10 June 2009

9. Themes/contexts/situations
Personal identity
Myself and my family
The house/caravan and its activities
Relevance to daily life
My community
At school
Food and clothes
Reflecting experiences
Festivals and celebrations
Travel and transport etc.
General/educational relevance
Time, seasons, weather
Nature and animals
Heritage and culture
Roma crafts and professions
Hobbies and the arts

10. Languages of schooling conference, Council of Europe, 8−10 June 2009
CFR: descriptors
For each theme/context/situation a grid of “can do” descriptors defines proficiency at four levels in relation to five activities: listening, reading, spoken interaction, spoken production, writing (general and Roma-specific)
These grids are followed by “I can” checklists that
are organized by level and skill
describe possible classroom activities
are not divided into general and Roma-specific descriptors
can be used by teachers and learners to identify learning targets, monitor learning progress, and record learning outcomes
The checklists are central to two generic European Language Portfolios that have been developed to support implementation of the Curriculum Framework for Romani
Languages of schooling conference, Council of Europe, 8−10 June 2009

11. Languages of schooling conference, Council of Europe, 8−10 June 2009
Romanipe
… is a continuous thread that is woven through the descriptors
… connects different themes
Languages of schooling conference, Council of Europe, 8−10 June 2009

12. Languages of schooling conference, Council of Europe, 8−10 June 2009
Transversality
There are many logical connections between themes
This allows materials designers and teachers to expand freely on themes
Example:
Myself 
The house/caravan 
Festivals and celebrations 
Food and clothes etc.
Languages of schooling conference, Council of Europe, 8−10 June 2009

13. How descriptors were developed
Select relevant descriptors from the CEFR: self-assessment grid and illustrative scales
Bring CEFR descriptors into interaction with Roma themes/contexts/situations
Reformulate CEFR descriptors so that they reflect Roma themes/contexts/situations and are age-appropriate
Reformulate Romani descriptors to yield checklist descriptors
Languages of schooling conference, Council of Europe, 8−10 June 2009

14. Languages of schooling conference, Council of Europe, 8−10 June 2009
Example: A2 listening
CEFR: Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated
CFR theme/context/situation: Myself and my family
CFR general: Can follow the important points in contextualised instructions or advice given by a teacher or another adult in school or in a location related to school activities
CFR Roma-specific: Can understand the main points in a conversation on a familiar topic between adult family members; can follow conversations between other children during play; can understand in general what an older person is saying when blessing a child
CFR checklist descriptors:
I can understand when my teacher tells me something new
I can understand what my friends are saying when we are doing something together
I can understand some of the conversation between adults in my family
I can understand some of the words in a blessing
Languages of schooling conference, Council of Europe, 8−10 June 2009

15. Languages of schooling conference, Council of Europe, 8−10 June 2009
See for yourself
To download:
The Curriculum Framework for Romani
The two generic European Language Portfolios for learners of Romani (6−11 and 11−16)
The teacher’s guide to the European Language Portfolios
Reports on the seminars held in Strasbourg in June 2007 and November 2008
go to
Select “Minorities and Migrants”
Select “Romani”
Select “Documents/tools”
Languages of schooling conference, Council of Europe, 8−10 June 2009