1. Different Approaches to Competence Descriptors

2. Key Issues Language and meaning Language and meaning Reduction of complex wholes into constituent parts Reduction of complex wholes into constituent parts

3. The use of ‘competence’ language competence linguistic, strategic, sociocultural modes, skills behaviours

4. Descriptors Specific - related to an assessment task Specific - related to an assessment task Broad - indicator of learning appropriate to attainment at a particular level Broad - indicator of learning appropriate to attainment at a particular level

5. ...in move from broad to narrow statements loss of key elements loss of key elements separation of key elements separation of key elements teaching becomes mechanistic teaching becomes mechanistic

6. Progression A B Write a letter

7. ‘Write a postcard’ ‘...that inadvertently conveys homesickness’

8. Negotiation of meaning Cultural assumptions Cultural assumptions Contextual clues Contextual clues Implicit understanding Implicit understanding

9. Difference between first and second language acquisition Difference between first and second language acquisition Relationship between language as subject and language in other subjects Relationship between language as subject and language in other subjects

10. Descriptors as focus for assessment Specific testing requirements Specific testing requirements Broad approach to assessment needed in other contexts Broad approach to assessment needed in other contexts

11. Descriptors as a focus for education as a right Learning outcomes for assessment purposes may be too narrow Learning outcomes for assessment purposes may be too narrow Role for descriptors in identifying rights Role for descriptors in identifying rights

12. Descriptors have potential to make activities more focused and purposeful make activities more focused and purposeful act as reminder of the need for acquisition of skills and competences act as reminder of the need for acquisition of skills and competences make process of learning more transparent make process of learning more transparent help support and identify progression help support and identify progression

13. BUT Must not detract from genuine engagement, intrinsic motivation, focus on meaning Must not detract from genuine engagement, intrinsic motivation, focus on meaning Bald statements of outcome say little about the importance of the educational process that makes for successful learning Bald statements of outcome say little about the importance of the educational process that makes for successful learning

14. Descriptors Community of practice