CEFR Awareness Session Elementary Immersion le 18 ou 23 mai 2012

Session Learning Goals

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

Background

CEFR originated as an initiative of the Swiss government in the early Council of Europe .

1990s . It was developed under the direction of the 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.

In 2006 (CDME) , in Canada, the Committee of Deputy Ministers of Education 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 worldwide.

countries

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.

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 to reference tool reflect and provides a basis for discussion and an opportunity for FSL educators on their current practises.

Six levels of proficiency

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

A1: Breakthrough Level

Me, me, me – only the message

A2

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

A2: Waystage Level

Into the community – the message and minor details

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

B1: Threshold Level

You can solve a problem

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

B2: Vantage Level

Effective, sustained argument

C1

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

C1: Effective operational

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

C2: Mastery level

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

Evaluation and the CEFR What formal exams complement the CEFR?

DILF

 Click to edit the outline text format

DELF

 Second Outline Level

DALF

française



Diplôme approfondi de langue

  Third Outline Level  Fourth Level Outline   Fifth

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.

CEFR

connections to… • Ministry documents • Ministry resources • DSBN Improvement Plan • Current Research

Shifts…

Passive learners

Active

learners Focus on mechanics Focus on deficiency Focus on

message

Focus on

proficiency

Things to consider

:  

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

oral production VS oral interaction

What does the CEFR-inspired classroom… look like?

sound like?

10 Key Look fors

Les portfolios

Au revoir

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.

Pause-café