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

3. Higher/adult ed CEFR in English

4. 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.

5. 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

6. 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?

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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).

13. 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.

14. 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 /ddd/pdfv/ allmennlaererutdanning.pdf.
Utdanningsdirektoratet (2007). Kartleggingsmateriell.Språkkompetanse I grunnleggende norsk. Retrieved 27 October 2018 from ingsmateriell_bm_ pdf
Utdanningsdirektoratet (2018). Kompetansemål etter 7. års trinn. Retrieved 28 October 2018 from 03/Hele/Kompetansemaal/kompetansemal-etter-7.-arstrinn
Utdanningsdirektoratet (2018). Kompetansemål etter 7. års trinn. Retrieved 28 October 2018 from 03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn