L2 CEFR for Languages- Assessment and ELP 9/12/2016

EULP Activity 3.1 - CEFR for Languages Group Discussion

1. What is the CEFR for Languages?

It is a series of standards for describing language ability published by the Council of Europe in 2001 and one of the two main outcomes to the EU Language Policies. 

2. What are the main aims of the CEFR for Languages?

There are three main aims: the focus on development of language policies, the coordination of European members' language policies and the promotion of dialogue among decision-makers. However, they also support the design of curricula, teaching programmes, learning materials, and assessment instruments.

3. How many levels are described in the CEFR for Languages?

There are six levels: A1, A2, B1, B2, C1 and C2. Levels A2, B1 and B2 can be subdivided adding a plus in each one, so there are A2+, B1+ and B2+.

4. How would you implement the CEFR descriptors in your classroom?

Every time we do an activity in which we take into account the assessment grid of the CEFR and we adapted the activity to the level of our students, we are implementing CEFR descriptors.

EULP Activity 4.1 - European Languages Portfolio (ELP)

1. What is the ELP?

The European Languages Portfolio is a complex instrument for self-assessment of language competences in accordance with the reference levels introduced by the Council of Europe. In other words, it is a “document” which provides information about the language learner’s communication competences in several languages.

2. Which three components are included in the ELP?

•  Language passport which summarises its owner’s linguistic identity, language learning and intercultural experience and it records its owner’s self-assessment against the self-assessment grid in the CEFR.

•  Language biography which provides a reflective accompaniment to the ongoing processes of learning, using second languages and engaging with the cultures associated with them. It uses “I can” checklists for goal setting and self assessment.

•  Dossier which collects evidence of L2 proficiency and intercultural experience and it supports portfolio learning.

3. What are the main aims of the ELP?

·       To stimulate lifelong language learning in a spirit of tolerance and respect for cultural and linguistic diversity.

·       To empower the learner by transferring the responsibility.

·       To provide a basis for consistent (self-) assessment of communication competences.

·       To allow learners to present their language skills certifications in any language.

4. How would you implement a portfolio system or some aspects of it in a secondary EFL classroom? 

The main way of implementing it is through projects because they are something complete, they include all the skills or at least two of the four skills, Moreover, they develop a higher level of responsibility in the student. A project could be a play, a research in school about a topic or a blog.

EULP Activity 5.2 - European Languages Portfolio (ELP)

Look at the descriptors below (taken from the CEFR) and decide where they belong in the boxes:

•(i) Can introduce himself/herself,  asking and answering questions about personal details, such as where he/she lives, people he/she knows and things he/she has. A2 spoken interaction. 

•(ii) Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. B1 spoken production.

•(iii) Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A1 spoken interaction. 

•(iv) Can express himself / herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. C2 spoken interaction.