1. Common European Framework of Reference for Languages:Learning, Teaching and Assessment Issued by J. L. M. Trim, D. Coste, B. North. Council of Europe, Estrasburgo, 2001 Summarized and presented by Asunción Sánchez Villalón, Ciudad Real, UCLM, 2010

2. The CEFR & European language policy What is the CEFR? The Framework provides a common basis for the elaboration of language syllabuses, guidelines, examinations, textbooks, etc. It describes what language learners have to learn to use a language for communication and what knowledge and skills they need to act effectively. It also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis. Aims and objectives of Council of Europe language policy To encourage, support and co-ordinate the efforts of governments and institutions to improve language learning. General Measures: To ensure access to effective means of acquiring a knowledge of languages To promote and support the efforts of teachers and learners at all levels to apply the principles of the construction of language-learning systems –by basing language teaching and learning on learners’ needs, motivations, resources –by defining objectives and developing appropriate methods and materials; –by developing instruments for the evaluating of learning programmes. To promote research and development of educational materials and methods

3. The ELP Portfolio & the Common Levels of Reference This development of tools has produced the European Language Portfolio (ELP) provides a format for recording and recognising language learning, a scaling of overall language proficiency an analysis of language use and language competences for practitioners to specify objectives and describe achievements according to the needs, characteristics and resources of learners For this, 3 tools have been developed (Passport, Linguistic Biography, Dossier) following the outline of Common Reference Levels of language proficiency. –Proficient User C2 (Mastery- Maestría) Proficiency (Usuario Competente) C1 (Effective Operational Advanced –Independent User B2 (Vantage, Avanzado) First Certificate (Usuario Independiente) B1 (Threshold, Umbral) Threshold Level –Basic User A2 (Waystage - Plataforma) Waystage (Usuario Básico) A1 (Breakthrough - Acceso) Breakthrough

4. INDEX Chapter 1 - Aims, objectives and functions of the Framework Chapter 2 - The Approach Chapter 3 - The Common Reference Levels Chapter 4 - The Categories to describe language use & users: Descriptors Chapter 5 - Classifies users’ competencies: general & communicative. Chapter 6 - The processes of language learning & teaching methodologies Chapter 7 – The tasks Chapter 8 - Analyses the impact of linguistic diversity, multilingualism and multiculturalism, curriculum design principles, life-long language learning Chapter 9 - Assessment Annexes : A - The descriptors of language proficiency B - Swiss Project (1993-7) with descriptors, C - descriptors for self assessment (DIALANG project) D - the skills descriptors (what the student 'can do') (ALTE: Association of Language Testers in Europe)

5. Overview The use of language includes COMPETENCES Components GENERAL COMPETENCES Declarative Knowledge (to know / savoir) Existential competence (know to be /savoir être) Skills (know-how / savoir faire) Ability to learn (savoir-apprendre) COMMUNICATIVE COMPETENCES Linguistic - Sociolinguistic - Pragmatic used in different CONTEXTS related with different TOPICS Domains Situations Conditions y constraints Mental context of the learner and the interlocutor to perform LANGUAGE ACTIVITIES Expression,Comprehension,Interaction,Mediation to produce / receive TEXTS Oral and written through STRATEGIES Expression,Comprehension,Interaction,Mediation to carry out TASKS

6. CEFR Objectives To get:  greater mobility  more effective international communication combined with respect for cultural diversity and identity,  better access to information,  more direct personal interaction,  improved working relationships  and a deeper mutual understanding, with the aim to:  encourage and facilitate cooperation between educational institutions in different countries & regions  promote multilingualism as a reflection of the cultural and linguistic diversity of Europe.

7. What criteria must the CEFR meet? comprehensive, transparent and coherent It must be a comprehensive, transparent and coherent framework  comprehensive  comprehensive: specifying the knowledge, skills, describing the use of language and user goals widely  transparent  transparent: information must be clearly formulated & explicit coherent coherent: with a harmonious relation among their components  not uniformmulti-purpose, open, flexible, dynamic, easy to use and not dogmatic  not uniform, but multi-purpose, open, flexible, dynamic, easy to use and not dogmatic

8. Coherence Components of Educational Systems needs the identification of needs; objectives the determination of objectives; content the definition of content; material the selection or creation of material; programmes the establishment of teaching/learning programmes; methods the teaching and learning methods employed; assessment evaluation, testing and assessment.

9. Users addressed Education authorities Examiners Textbook editors Course designers Teachers Students

10. CEFR Approach Action-oriented approach (CEFR, pp. 9-10):  Students and users of a language as "social partners" with tasks under circumstances (environment) within a field of action. Speech acts occur in language activities in a social context towards the realization of tasks, sometimes in groups, using their skills strategically to get results  Resources Cognitive - Strategic - Social Competences Linguistic & - Activities and - Contexts and texts Communicative Strategies, Learning environments Reception, Interaction, Production, (Mediation)  Components Linguistic Pragmatic Sociolinguistic Tasks, processes

11. Methodological considerations What skills are encouraged to study or how learners are taught to develop them. What heuristic capabilities (knowledge to solve problems, discovery and analysis): What knowledge of the world the learner is supposed to have and what new knowledge is acquired. What students’ characteristics must be taken into account in designing the user's profile, factors, environment, situations,... What tools are offered to learners to increasingly become independent in their learning and their use of language. With what topics the learners have to cope, specific notions relating to places, institutions or organizations, people, objects, events and interventions. Which communicative tasks the students need to learn

12. Teaching Learning Process Consistency and flexibility of content: Adaptable to users Primary and Secondary school - to other levels: Bachillerato - Further Education: Official Language Schools; - Higher Education: University Studies

13. Tasks Definition: Strategic specific responsibilities to perform actions in a particular area for a specific purpose and outcomes. Base: Sequence of activities (resulting from the practice of skills: expression, comprehension, interaction and mediation) for communication among participants Types: 'real life' and 'the classroom' Tasks Opposed to the decontextualized practice of exercises dealing with formal aspects Combined skills and strategies to facilitate and assess the process of the task and the progress of language learning For tasks, the student uses skills components for planning, execution, monitoring, evaluation and correction of the task

14. Assessment The CEFR considers fundamental concepts: Validity (assessing what should be assessed) Reliability and accuracy (comparison tests) Feasibility (practical, performance, assessment) The CEFR specifies: Content (which is evaluated) Criteria for learning objectives Levels compared with other tests Self-assessment and evaluation descriptors

15. Tables and descriptors Reference levels Categories, scales of descriptors of language use: domains, topics, tasks, activities, strategies, processes & texts Competence scales Self-assessment criteria

16. Taxonomy Samples C2 C1 B2 B1 A2 A1 LCSPInter- action RCWr

17. Taxonomy Samples (2) C2 C1 B2 B1 A2 A1 PersonalPublicOccupationalEducational

18. Common Reference Levels

19. Self-assessment Grid