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European Frameworks of Reference for Language Competences

Waldemar Martyniuk Language Policy Division, Council of Europe / Jagiellonian University, Poland. European Frameworks of Reference for Language Competences. Documents analysed. Council of Europe, 2001: Common European Framework of Reference for Languages: Learning, teaching, assessment

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European Frameworks of Reference for Language Competences

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  1. Waldemar Martyniuk Language Policy Division, Council of Europe / Jagiellonian University, Poland European Frameworks of Reference for Language Competences

  2. Documents analysed • Council of Europe, 2001: Common European Framework of Reference for Languages: Learning, teaching, assessment • OECD, 2003: The PISA 2003 Assessment Framework • Commission of the European Communities, 2005: Towards a European Qualifications Framework for Lifelong Learning • Commission of the European Communities, 2005: Proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning • Commission of the European Communities, 2006: Proposal for a recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning

  3. Aspects analysed • Function • Approach • Parameters / Categories of description • Descriptors • Levels

  4. CEFR • European framework of reference for development and assessment of proficiency in FL by adult learners • Common meta-language and common reference points for plurilingual education (FL) • Action-oriented approach • Descriptive Scheme for language learning/use • 6 (9) Common Reference Levels

  5. The CEFR – core elements • Comprehensive description of language user/learner and language use/learning • Common reference levels of language proficiency • Scales of illustrative descriptors • Self-assessment scales • Curriculum scenarios for a coherent approach to plurilingual education • The concept of „a toolkit”

  6. PISA • International assessment framework • Assessing literacy of young adults at the age of 15 • Monitoring outcomes of educational systems • Dimensions of reading literacy • 5 levels, 5 subscales, one combined scale

  7. PISA – assessing literacy • „Human capital” (OECD definition) • Aim of PISA • Definition of Literacy • Definition of Reading literacy

  8. PISA – Reading literacy • Processes (aspects) • Content (knowledge and understanding) • Context of application (situations) = CEFR domains

  9. PISA – Reading literacy: levels • Mean score: 500 points • 5 levels • Level descriptors • Composite item map

  10. EQF • European meta-framework of reference for qualifications as learning outcomes • Enabling qualifications to be related to each other; facilitating transfer and recognition; increasing transparency and supporting mutual trust; quality assurance • Learning outcomes: knowledge, skills, (wider) competences • Key competences integrated (Level 2) • 8 levels, 3 scales

  11. EQF-elements • Common reference points (levels and scales) • Tools and instruments: • Integrated European credit transfer and accumulation system for lifelong learning (ECTS + ECVET); • Europass scheme: • CV • Language Passport • Certificate Supplement • Diploma Supplement • Europass Mobility • Database on learning opportunities (Ploteus portal) • Set of common principles and procedures (addressing quality assurance, validation of formal and informal learning, guidance and counselling, and promotion of key competences)

  12. EQF-levels and scales • 8 levels: • 1-2: compulsory education • 3: upper secondary or adult education • 4: end of upper secondary / post- compulsory education; „gateway to HE” • 5: completion of post-secondary; „short cycle” within the first cycle of HE • 6: HE, first cycle • 7: HE, second cycle • 8: HE, third cycle • 3 scales: • reference levels (ability descriptors) • supporting information (educational context) • indicators of level of qualification (recognition)

  13. EQF – Key competences • A framework of reference for competences to be acquired at the end of compulsory schooling • Supporting national policies • 8 Key competences • Descriptors: knowledge, skills, attitudes

  14. EQF – Key Competences – Communication in MT • Definition • Knowledge • Skills • Attitudes

  15. EQF – Key Competences – Communication in FL • Definition • Knowledge • Skills • Attitudes

  16. Summary • CEFR, EQF: descriptive European meta-frameworks • PISA: international assessment framework • Competence based (CEFR, PISA, EQF-Key Competences); focus on learning outcomes (EQF) • Common target group: young adults (end of compulsory education) • Lifelong learning concept • Overarching framework structure: • A descriptive scheme • Reference levels and scales • Tools and instruments for implementation • An assessment scheme (with background surveys) • Guidelines and procedures for quality assurance

  17. Conclusions • Need for closer cooperation on European and international level • Issues for discussion: • To what extent is a competence based approach suitable for LE? • Which elements of the overarching framework structure might be developed for LE? • What other elements might be needed? • How to relate an LE framework to the existing frameworks?

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