Using the Common European Framework CEF

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Using the Common European Framework (CEF) the
European Language Portfolio (ELP) to promote
language learning

• Assist. Prof Özlem Ilker Etus
• Istanbul University

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Scope for Autonomy in the CEF

• The Council of Europe supports methods of
  language teaching and learning

. . . which help young people and indeed old
learners to build up the attitudes, knowledge and
skills they need to become more independent in
thought and action, and more responsible and
co-operative in relation to other people. In this
way the work contributes to the promotion of
democratic citizenship (CEF 20007).
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The Council of Europes Language Policy

• facilitating communication interaction
• promoting mobility
• achieving tolerance
• harmonizing language policies
• becoming plurilingual European citizens

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competences/ language activities/ conditions
/domains / strategies/ texts /tasks/
communicative language competences

• Language use, embracing language learning,
  comprises the actions performed by persons who as
  individuals and as social agents develop a range
  of . (1), both general and in particular
  . (2) . They draw on the competences at
  their disposal in various contexts under various
  .(3) and under various constraints to
  engage in (4) involving language
  processes to produce and receive . (5) in
  relation to themes in specific (6),
  activating those .. (7) which seem most
  appropriate for carrying out the . (8) to
  be accomplished. The monitoring of these actions
  by the participants leads to the reinforcement or
  modification of their competences.

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• Language use, embracing language learning,
  comprises the actions performed by persons who as
  individuals and as social agents develop a range
  of competences (1), both general and in
  particular communicative language competences (2)
  . They draw on the competences at their disposal
  in various contexts under various conditions (3)
  and under various constraints to engage in
  language activities (4) involving language
  processes to produce and receive texts (5) in
  relation to themes in specific domains (6),
  activating those strategies (7) which seem most
  appropriate for carrying out the tasks (8) to be
  accomplished. The monitoring of these actions by
  the participants leads to the reinforcement or
  modification of their competences.

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General Competences

• Declarative Knowledge
• Development of Skills
• Existential Competence
• Ability to Learn

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Communicative Competences

• Linguistic
• Sociolinguistic
• Pragmatic

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Conditions and constraints

• Conditions and constraints addresses to the
  physical and social conditions in which the
  language user is expected to put his language
  competence into action. For instance for speech
  there might me noise, interference, distortions
  such as poor telephone lines, for writing, there
  might be poor reproduction of print, difficult
  handwriting etc. Social conditions are also
  determined by the number of interlocutors, by the
  social relations between participants, power,
  solidarity etc. There might also be time
  pressures involved, improvised speech, limited
  time for preparation, exams, high speed in turns
  etc.

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Communicative Activities

• Reception/ Spoken - Audio-Visual - Written
• Production/ Spoken - Written
• Interaction/ Spoken - Written
• Mediation/ Spoken- Written

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Domains

• Domains tell us about the locations,
  institutions, persons, objects, events and
  actions with which the learner will be concerned.
  It addresses to the context of situation where
  social life is organized. It might be personal
  (life, family, friends, hobbies), public
  (theatre, restaurant, weddings, journeys,
  shopping), occupational (offices, colleagues,
  meetings), educational (schools, lectures,
  classmates, library work, games, homework,
  reference books)

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Common reference levels

• Listening
• Reading
• Spoken Interaction
• Spoken Production
• Writing
• A1 A2 B1 B2 C1 C2

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Writing

• I can write clear detailed text on a wide range
  of subjects related to my interests.(essay/report)
  
• I can express myself in clear, well-structured
  text, expressing points of view at some length
  (select an appropriate style for this)
• I can write a short, simple postcard and I can
  fill in forms with personal details
  (name/nationality/ address)
• I can write simple connected text on topics,
  which are familiar.
• I can write short, simple notes and messages or a
  simple personal letter
• I can write clear smoothly flowing text in an
  appropriate style and present a case with
  effective logical structure (reviews of literary
  works)
• A1-A2-B1-B2-C1-C2

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Key

• A1/ I can write a short, simple postcard and I
  can fill in forms with personal details
  (name/nationality/ address)
• A2/ I can write short, simple notes and messages
  or a simple personal letter
• B1/ I can write simple connected text on topics,
  which are familiar.
• B2/ I can write clear detailed text on a wide
  range of subjects related to my
  interests.(essay/report)
• C1/ I can express myself in clear,
  well-structured text, expressing points of view
  at some length (select an appropriate style for
  this)
• C2/ I can write clear smoothly flowing text in an
  appropriate style and present a case with
  effective logical structure (reviews of literary
  works)

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The European Language Portfolio

• enables the diverse language and cultural
  experience of language learners to be
• recorded
• updated
• recognized
• throughout Europe

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The European Language Portfolio

• is based on the CEF
• is the property of the language learner
• values all kinds of language and intercultural
  experience
• has both reporting and pedagogical function
• promotes autonomous learning in a life long
  perspective

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The ELP has three parts

• Language Passport
• Biography
• Dossier

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Language Passportshows

• The current linguistic identity of the person.
• Competences in languages are defined in terms of
  the common reference levels (A1/A2/B1/B2/C1/C2)
  as proposed by the CEF.
• Encourages self-assessment and conscious process
  of monitoring ones own performance in languages
  on regular basis
• Motivates learners to be engaged in new language
  learning experiences in a life-long perspective

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Biography

• Gives a personal account of language learning
  history
• Invites the learner to identify his/her
  heuristic competences.
• Helps the learner to offer personal reviews on
  linguistic and cultural experience gained in and
  outside formal educational contexts
• Learners are expected to reflect on their
  cognitive and meta-cognitive strategies and
  assess their personal learning styles through
  checklists
• Encourages the learners to identify their needs,
  set relevant goals and to determine procedures to
  pursue these goals.

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BIBLIOGRAPHY
Which language (s) have I learned at school? How
long (period/frequency)? How would I describe my
language learning experience? (content,
materials, projects, methods, exams) Do I have
any learning experience outside school? (books,TV
programs,journals, internet, plays, songs) Have
I ever had any chance to use the language (s) I
learned? (visit to a foreign country, a guest, a
pen-friend, an e-mail friend) How would I
describe my performance in the language in
relation to the effort I have given? What are my
objectives in learning a language? What do I
want to achieve in near future? How do I learn
best? (any technique or method I use or want to
try out?)
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Dossier

• Gathers together the documents such as diplomas,
  certificates, official grades received by the
  owner.
• Offers the learner opportunity to select
  materials to document and to illustrate
  achievement recorded in the passport and the
  biography
• Promotes reflective learning by encouraging
  learners to choose and display written texts,
  learning tools, student-teacher reflections,
  comments and submitted projects.

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Using the components of ELP interactively
Dossier
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Biography
Passport
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2
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Self-assessment

• Promotes learner autonomy
• Helps the learner personalize his learning
  experience
• Encourages them to try new learning strategies
• Challenges them to reflect on the process of
  learning
• Gives new direction to future work

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Stage Raising AwarenessLevel
intermediate/advancedMain Goal Collecting
Information-preferred learning stylesLanguage
Focus Oral fluency, use of should/wouldPreparati
on Handout for the interview

• How would you like to work in class?
• (on your own/ with a pair/ in a group)
• What sort of reading material would you like to
  work with?
• (textbooks, authentic materials such as
  magazines, newspapers, books, tape recordings..)
• What sort of activities would you like to do in
  class?
• (drills, games, task-based activities, projects)
• Who should lead the activities?
• (the teacher, another student, you)
• How would you like your work to be evaluated?
• (in words, in marks, only by the teacher, each
  assignment or once a month/semester,etc.)
• How would you like to be corrected?
• (not at all, when you make a mistake, later,
  addressed to you, addressed to the class in
  general, only in written work, etc)

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Follow-up preparing a wall chart
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Self-assessment

• Learning diaries
• Checklists for performance
• Checklists for strategies
• Think-alouds
• Classroom Discussions
• Reports

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My teacher
My objective
Me
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Stage Change in attitudeLevel
intermediate/advancedMain Goal focusing on the
learning process, creativity, sharing
ideasLanguage Focus can/may/mightPreparation
Notice board

• Application
• Ask students to think about things they can use
  as a resource for learning English
• (books, signs, subtitled films/
  magazines/labels..)
• Pool the ideas, write them on the board
• Ask them to work in groups and identify the most
  useful five resources
• Encourage them to use can/may/ might to express
  shades of possibility and give one reason for
  each
• Ask students to hunt for these sources
• If they have found anything interesting and
  useful outside the class hours (e new web-site, a
  good book a magazine), encourage them to write
  a short notice to be put on the notice-board.
• Establish a routine for this

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Okul(lar)
Kurslar
Yasadigim ve ziyaret ettigim ülkeler
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I learn language(s) from
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Learning Methods

• I understand spoken and written texts better
  when
• I find the topic interesting
• I know something about the topic before
• I write down important words
• I answer the questions about the text
• ..................................................
  ..............
• ..................................................
  ..............

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Dossier

• My work Date.............
• Why is this work important for me?
• 
  
• What was the most difficult part of this work?
• 
  
• What was the easiest part of this work?
  
  ..
• What else needs to be done ?
• 
  

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• MEB
• European Language Portfolio Passport
• For Ages 10-14