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- CONTENTS
- PREFATORY NOTE
- NOTES FOR THE USER
- SYNOPSIS
- 1 The Common European Framework in its political and educational context
- 1.1 What is the Common European Framework?
- 1.2 The aims and objectives of Council of Europe language policy
- 1.3 What is ‘ plurilingualism’?
- 1.4 Why is CEF needed?
- 1.5 For what uses is CEF intended?
- 1.6 What criteria must CEF meet?
- 2 Approach adopted
- 2.1 An action-oriented approach
- 2.1.1 The general competences of an individual
- 2.1.2 Communicative language competence
- 2.1.3 Language activities
- 2.1.4 Domains
- 2.1.5 Tasks, strategies and texts
- 2.2 Common reference levels of language proficiency
- 2.3 Language learning and teaching
- 2.3.1 Scope
- 2.3.2 Neutrality
- 2.3.3 Brief overview
- 2.4 Language assessment
- 3 Common Reference Levels
- 3.1 Criteria for descriptors for Common Reference Levels
- 3.2 The Common Reference Levels
- 3.3 Presentation of Common Reference Levels
- 3.4 Illustrative descriptors
- Communicative activities
- Strategies
- Communicative language competences
- 3.5 Flexibility in a branching approach
- 3.6 Content coherence in Common Reference Levels
- 3.7 How to read the scales of illustrative descriptors
- 3.8 How to use scales of descriptors of language proficiency
- 3.9 Proficiency levels and achievement grades
- 4 Language use and the language user/learner
- 4.1 The context of language use
- 4.1.1 Domains
- 4.1.2 Situations
- 4.1.3 Conditions and constraints
- 4.1.4 The user/learner’s mental context
- 4.1.5 The mental context of the interlocutor( s)
- 4.2 Communication themes
- 4.3 Communicative tasks and purposes
- 4.3.1 Needs
- 4.3.2 Examples of needs
- 4.3.4 Ludic uses of language
- 4.3.5 Aesthetic uses of language
- 4.4 Communicative language activities and strategies
- 4.4.1 Productive activities and strategies
- 4.4.2 Receptive activities and strategies
- 4.4.3 Interactive activities and strategies 4.4.3.1 Spoken interaction
- 4.4.4 Mediating activities and strategies
- 4.4.5 Non-verbal communication
- 4.5 Communicative language processes
- 4.5.1 Planning
- 4.5.2 Execution
- 4.5.3 Monitoring
- 4.6 Texts
- 5 The user/learner’s competences
- 5.1 General competences
- 5.1.1 Declarative knowledge
- 5.1.2 Skills and know-how
- 5.1.3 ‘ Existential’ competence
- 5.1.4 Ability to learn
- 5.2 Communicative language competences
- 5.2.1 Linguistic competences
- 5.2.2 Sociolinguistic competence
- 5.2.3 Pragmatic competences
- 6 Language learning and teaching
- 6.1 What is it that learners have to learn or acquire?
- 6.1.1 Overview
- 6.1.2 Objectives
- 6.1.3 Plurilingual competence and pluricultural competence
- 6.1.4 Variation in objectives in relation to the Framework
- 6.2 The processes of language learning
- 6.2.1 Acquisition or learning?
- 6.2.2 How do learners learn?
- 6.3 What can each kind of Framework user do to facilitate language learning?
- 6.3.1 Exams and qualifications
- 6.3.2 Official curriculum / syllabus
- 6.3.3 Textbook writers
- 6.3.4 Teachers
- 6.3.5 Learners
- 6.4 Some methodological options for modern language learning and teaching
- 6.4.1 General approaches
- 6.4.2 Roles of teachers, learners, media
- 6.4.3 Role of texts
- 6.4.4 Role of tasks and activities
- 6.4.5 Development of communicative strategies
- 6.4.6 Development of general competences
- 6.4.7 Development of linguistic competences
- 6.4.8 Development of sociolinguistic competence
- 6.4.9 Development of pragmatic competences
- 6.5 Errors and mistakes
- 7 Tasks and their role in language teaching
- 7.1 Task description
- 7.2 Task performance
- 7.2.1 Competences
- 7.2.2 Conditions and constraints
- 7.2.3 Strategies
- 7.3 Task difficulty
- 7.3.1 Learner competences and learner characteristics
- 7.3.2 Task conditions and constraints
- 8 Linguistic diversification and the curriculum
- 8.1 Definition and initial approach
- 8.2 Options for curricular design
- 8.2.1 Diversification within an overall concept
- 8.2.2 From the partial to the transversal
- 8.3 Towards curriculum scenarios
- 8.3.1 Curriculum and variation of objectives
- 8.3.2 Some examples of differentiated curriculum scenarios
- 8.4 Assessment and school, out-of-school and post-school learning
- 8.4.1 The place of the school curriculum
- 8.4.2 Portfolio and profiling
- 8.4.3 A multidimensional and modular approach
- 9 Assessment
- 9.1 Introduction
- 9.2 The Framework as a resource for assessment
- 9.2.1 The specification of the content of tests and examinations
- 9.2.2 The criteria for the attainment of a learning objective
- 9.2.3 Describing the levels of proficiency in tests and examinations to aid comparison
- 9.3 Types of assessment
- 9.3.1 Achievement assessment/proficiency assessment
- 9.3.2 Norm-referencing ( NR)/criterion-referencing ( CR)
- 9.3.3 Mastery CR/continuum CR
- 9.3.4 Continuous assessment/fixed point assessment
- 9.3.5 Formative assessment/summative assessment
- 9.3.6 Direct assessment/indirect assessment
- 9.3.7 Performance assessment/knowledge assessment
- 9.3.8 Subjective assessment/objective assessment
- 9.3.9 Rating on a scale/rating on a checklist
- 9.3.10 Impression/guided judgement
- 9.3.11 Holistic/analytic
- 9.3.12 Series assessment/category assessment
- 9.3.13 Assessment by others/self-assessment
- 9.4 Feasible assessment and a metasystem
- General Bibliography
- Appendix A: developing proficiency descriptors
- Descriptor formulation
- Scale development methodologies
- Intuitive methods:
- Qualitative methods:
- Quantitative methods:
- Select annotated bibliography: language proficiency scaling
- Appendix B: The illustrative scales of descriptors
- The Swiss research project
- Origin and Context
- Methodology
- Results
- Exploitation
- Follow up
- References
- The descriptors in the Framework
- Document B1 Illustrative scales in Chapter 4: Communicative activities
- Document B2 Illustrative scales in Chapter 4: Communication strategies
- Document B3 Illustrative scales in Chapter 4: Working with text
- Document B4 Illustrative scales in Chapter 5: Communicative language competence
- Document B5 Coherence in descriptor calibration
- Document B4 Scales of language proficiency used as sources
- Appendix C: The DIALANG scales
- The DIALANG project
- The DIALANG assessment system
- Purpose of DIALANG
- Assessment procedure in DIALANG
- Purpose of self-assessment in DIALANG
- The DIALANG self-assessment scales
- Source
- Qualitative development
- Translation
- Calibration of the self-assessment statements
- Other DIALANG scales based on the Common European Framework
- Concise scales
- Advisory feedback
- References
- Document C1 DIALANG self-assessment statements
- Document C2 The overall ( concise) scales for reporting DIALANG scores
- Document C3 Elaborated descriptive scales used in the advisory feedback section of DIALANG
- Appendix D: The ALTE ‘ Can Do’ statements
- The ALTE Framework and the ‘ Can Do’ project
- The ALTE Framework
- The ALTE ‘ Can Dos’ are user-orientated scales
- The ALTE ‘ Can Do’ statements are multilingual
- Organisation of the ‘ Can Do’ statements
- The development process
- Empirical validation of the ALTE ‘ Can Do’ statements
- Textual revision
- Relating the ‘ Can Do’ statements to ALTE examinations
- Anchoring to the Council of Europe Framework
- Levels of proficiency in the ALTE Framework
- References
- Document D1 ALTE skill level summaries
- Document D2 ALTE social and tourist statements summary
- Document D3 ALTE social and tourist statements
- Document D4 ALTE work statements summary
- Document D5 ALTE WORK statements
- Document D6 ALTE study statements summary
- Document D7 ALTE STUDY statements
- Index
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