1. CEFR Awareness Session Elementary Immersion le 18 ou 23 mai 2012

2. By the end of today’s session, participants will be able to:  develop an understanding of the key messages of the CEFR  examine current practises in FSL through the lens of the CEFR Session Learning Goals

3. Background CEFR originated as an initiative of the Swiss government in the early 1990s. It was developed under the direction of the Council of Europe. In 1994, the framework was released to member countries for wide-scale consultation. It was formally endorsed by the Council of Europe in 1997 and officially published in 2001.

4. In 2006, in Canada, the Committee of Deputy Ministers of Education (CDME) investigated several frameworks for language learning. In 2008, the CDME recommended the use of the CEFR in Canada. It is now used in over 166 countries worldwide.

5. Why was it developed? CEFR was primarily developed to promote international cooperation due to the high rate of mobility of citizens between European countries. It is especially useful for employers seeking specific skill sets in employees.

6. What is CEFR? It is a framework of standards which is used to evaluate and certify the levels of language proficiency in listening, speaking (production and interaction), reading and writing. There are six identified levels of proficiency: A1, A2, B1, B2, C1, and C2. Descriptors are ‘can do’ statements. It is a reference tool and provides a basis for discussion and an opportunity for FSL educators to reflect on their current practises.

7. Six levels of proficiency

8. A1 Language Learner Me, me, me – only the message dependent hesitant lots of support required scaffolding/chunking required basic vocabulary and phrases simple interactions pronunciation is off many errors

9. A1: Breakthrough Level Me, me, me – only the message

10. A2 Language Learner Into the community – the message and minor details more independent developing more confidence still requires support takes more risks speaks a little faster speaks from a broader range of topics some errors

11. A2: Waystage Level Into the community – the message and minor details

12. B1 Language Learner You can solve a problem even more independent more confident fewer supports required copes well: se débrouiller comfortable taking risks speaks faster still learning/refining skills occasionally makes errors

13. B1: Threshold Level You can solve a problem

14. B2 Language Learner Effective, sustained argument confident speaks comfortably with native speakers speaks to a wider range of topics argues effectively holds one’s own in social discourse

15. B2: Vantage Level Effective, sustained argument

16. C1 Language Learner speaks fluently and spontaneously uses language flexibly and effectively for social and professional purposes communicates well with native speakers

17. C1: Effective operational

18. C2 Language Learner speaks fluently, effortlessly speaks with a high degree of precision familiar with colloquialisms can debate can speak sarcastically …like a Native Speaker

19. C2: Mastery level

21. “Guidelines”… ideally at or approaching by the end of the year Grade 6 Core Grade 9 Core Grade 9 Extended Grade 12 Extended Grade 3 Immersion Grade 9 Immersion Grade 12 Immersion A1 A2 Grade 12 Core B1, some B2 B1 B2 Grade 6 Immersion A1 A2 B1 B2

22. Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level Evaluation and the CEFR What formal exams complement the CEFR? DILF Diplôme initial de langue française DELF Diplôme d'études en langue française DALF Diplôme approfondi de langue française

23. Why do we need to know about it? 1.In 2008, it was recommended for use in Canada by the Committee of Deputy Ministers of Education. 2. The revised FSL curriculum document is CEFR- inspired. 3. The anticipated goal of the revised FSL curriculum is: functional proficiency.

24. CEFR connections to… Ministry documents Ministry resources DSBN Improvement Plan Current Research

25. Passive learners Active learners Focus on mechanics Focus on message Focus on deficiency Focus on proficiency Shifts…

26.  Authentic, relevant tasks  Action-oriented (students involved in using the language to accomplish a task)  Interactive communication  Language conventions are taught in context  Learning opportunities are varied and scaffolded  Provision of choice  Use of authentic texts in various forms and formats (aural, written, media)  Learner autonomy Things to consider :

27. oral production VS oral interaction

28. What does the CEFR-inspired classroom… look like? sound like? 10 Key Look fors

29. Les portfolios

30. Au revoir

31. Sources: Judith Esser, Language Coordinator, TCDSB Denis Cousineau, FSL Coordinator, OCDSB Geoff Collins, FSL Consultant, HDSB Marsha Fiacconi, Secondary Consultant, DPCDSB Micheline Goguen, FSL Consultant, Elementary Program, DPCDSB Julie Stapleton, French and International Languages Consultant, DSBN On est reconnaissante.

32. Pause-café