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Sauli Takala AILA Essen, August 26, 16-19 hrs, 2008

The Common European Framework for Languages: Language Policy, Language Testing and SLA The CEFR and language learning and teaching in Europe. Sauli Takala AILA Essen, August 26, 16-19 hrs, 2008. The CEFR – Current Agenda in Europe and in Finland. Some questions/issues.

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Sauli Takala AILA Essen, August 26, 16-19 hrs, 2008

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  1. The Common European Framework for Languages: Language Policy, Language Testing and SLAThe CEFR and language learning and teaching in Europe Sauli Takala AILA Essen, August 26, 16-19 hrs, 2008

  2. The CEFR – Current Agenda in Europe and in Finland

  3. Some questions/issues • Why has the CEFR been so influential? • What kind of reception have CEFR and its manuals (also including profile for various languages) received? • How has the CEFR been adapted to regional and local needs? Who decides on implementation? • What kind of feedback has been received by the Council of Europe? • How has EALTA reacted to the CEFR? • Where are various institutions now as far as CEFR and other related materials are concerned? What is at stake and for whom in the years immediately ahead?

  4. Common European Framework of Reference for Languages: Learning, teaching, assessment • What is this CEFR they all talk about? Should I read it? • I think this is more interesting for someone at level A1.

  5. CEFR & its Finnish translation (2001/2003)

  6. Before CEFR • LOTS of seminars in Europe • LOTS of case reports about language study provision • Narratives and anecdotes without a common frame of reference: • ”All Dutch speak English very well.” • ”The further south you go in Europe, the less people speak foreign languages.” • Case 1: ”In my country…” • Case 2: ”In my country…” • Ad infinitum I SUPPOSE this is useful … ….but it´s so BOOORING! (Wandering mind) ”I wonder if there isn´t a better way?”

  7. Look! There are the Portflio people. How nice to meet them!

  8. ”The Blue Bible” (??)

  9. European Language Education Policy Contributors

  10. Europe – A Linguistic Overview • Some 800 m people; 15% • 110- 120 languages spoken (cf. 6000) – 2% of languages • EU – 34 minority languages spoken • Promotion of linguistic diversity official goal

  11. European language and language-in-education policy initiatives (1) • Council of Europe – 1949, 46 members; language projects since 1954 • Recommendations • Language Education Policy Profiles • CEFR – basis of all CoE and EU language programmes – 2001-> Manual for Relating Examination to the CEFR • Portfolio – 89 validated portfolios • Language Policy Division, European Centre for Modern Languages ECML, 1994/1995 • www. coe.int, www.ecml.at

  12. European language and language-in-education policy initiatives (2) • European Union (27 members): www. eu.org • Language first discussed in 1976 • Lingua: 1989 - • EU: White Paper – 1995: 1+2 language profile • DIALANG 1996 - (EU-project for web-based diagnostic self-assessment of language proficiency) www.dialang.org • Framework Strategy for Multilingualism 2005-> 1.1.2007 • European Indicator of Language Competence (2010) • EBAFLS, EURYDICE, EUROBAROMETER • Bologna process - 1999

  13. Non-govermental organisations in Europe: language and language-in-education policy initiatives and activities • CercleS – 1991 – Confédération Européenne des Centres de l´enseignement Supérieur/ European Confederation of Language Centres in Higher Education, 22 countries, c. 300 centres • European Language Council, 1999, www.celec.org • ALTE (Association of Language Testers in Europe) – 1990- 31 members, 26 languages (www.alte.org • EALTA (European Association for Language Testing and Assessment) - 2004, 750+ members (free membership) in 42 countries, 81 associate members in 29 non-European countries, 12 expert members, 34 institutional members, www.ealta.eu.org, 5th Conference, Athens May 10-12 • etc, etc

  14. Why has the CEFR been so influential? • A growing need in Europe (CoE, EU) for tools to implement fundamental policies of multilingualism and plurilingualism (linguistic diversity) • The CEFR provides the basic elements for such a tool – a concrete reference work; built on a coherent and comprehensive theoretical rationale. • It responds to all important stakeholders´ perceived needs. It appeared relevant and useful for many purposes. • Its use increases awareness of various shared needs (eg. transparency, co-operation) - for the first time • makes certain solutions technically possible (cf. a number of offshoots/manuals/support materials have emerged and continue to emerge).

  15. Response to the CEFR • It is a major achievement, but some argue • ”Its theoretical foundation is ”shaky” Eg. SLA not fully taken on board.” • ”Methodology one-sided: scales based on teacher perceptions.” • ”It has gaps, is not very specific, lacks language-specific specifications, does not serve very well as a basis for test development, privileged framework,etc.”

  16. The Modern Language Journal, 91, iv, (2007), 640-684. Perspectives edited by Heidi Byrnes, Associate Editor, Georgetown University. Heidi Byrnes, Introduction; ”Developing National Language Education Policies - Reflections on the CEFR” David Little: The Common European Framework of Reference for Language: Perspectives on the Making of Supranational Education Policy” Brian North: The CEFR Illustrative Descriptor Scales J. Charles Alderson: The CEFR and the Need for More Research Jan H. Hulstijn: The Shaky Ground Beneath the CEFR: Quantitative and Qualitative Dimensions of Language Proficiency Hans-Jürgen Krumm: Profiles Instead of Levels: The CEFR and its (Ab)Uses in the Context of Migration Gerard Bonnet: The CEFR and Education Policies in Europe Neus Figueras: The CEFR, a Lever for the Improvement of Language Professionals in Europe Gerard Westhoff: Challenges and Opportunities for Reimagining FL dagogy

  17. C F Linking Curricula, Exams, textbooks etc to the CEFR What? How? How? Why? Curricula, courses Exams, textbooks etc

  18. CoE Surveys of CEFR Use 2005 & 2006: Summary Useful reference tool Significant impact Need for a reader-friendly summary Full potential not yet realised - need for further dissemination, mediation, guidance and training

  19. How was and is the CEFR adapted to regional and local needs, and who decides on implementation? Usually curricula are set by national or regional/state educational authorities: Finland: National Board of Education sets the curricula: Upper secondary school 2003, Comprehensive school 2004 France: Ministry of Education (2005: CEFR the basis); starting in 2007 Estonia: Ministry of Education etc Immigration language requirements - Government/Ministries: A2-B1

  20. How was and is the CEFR adapted to regional and local needs, and who decides on implementation?

  21. 65% of students reach the target level, 15% one level and 5% two levels above it, 10% one level and 5% two levels below it. After CEFR ? Our B2 looks like this. What is your B2 like? What evidence do you have for such claims? Our target is B1 at the end of compulsory education in ”A”-language. Our goal is A2 in ”B”-language at the end of compulsory education.

  22. How do I know that my B2 is your B2?

  23. Relating Language Examinations to the Common European FrameworkHelsinki Seminar, June 30-July 2, 2002 It´s a tough job, but perhaps we could work out a feasible solution together…

  24. Council of Europe responded: it set up of an Authoring Group • Brian North (Chair) • Neus Figueras • Piet van der Avermaet • Norman Verhelst • Sauli Takala

  25. Council of Europe: Language Policy Division • CEFR-related supporting material • Manual for Relating Examinations to the CEFR, Preliminary pilot version (2004) • Thorough devision (soon ready for release)

  26. Council of Europe: Language Policy Division CEFR-related supporting material Manual for Relating Examinations to the CEFR, Preliminary pilot version (2004) Reference Supplement to the Manual (2004)

  27. Council of Europe: Language Policy Division • CEFR: 31 versions (5 in translation) • Council of Europe tools for language teaching (Francis Goullier, Didier 2007) – good overview • European Language Portfolios (ELPs): 89 ”validated” versions • Language Education Policy Profiles: 14 • Illustrations of the European Levels of Language Proficiency • * DVDs • * CDs

  28. Council of Europe: Language Policy Division • Reference Level Descriptions • CoE reference levels: • Breakthrough (A1) - • Waystage (A2) – CUP (1990/1991) • Threshold (B1) 1976 – several national language versions; Kontakschwelle (1981) • Vantage (B2) – CUP (1996) • National and regional languages (some examples) • Niveau A1 pour le français. Un référentiel (2007) • Niveau B2 pour le français. Un référentiel (2004) • Profile deutsch (A1-C2), 2005

  29. Yes, the CEFR is good, no question, but it is not perfect. This ”Dutch CEF-Grid” is promis-ing. Well…No-thing is per-fect! www.lancs.ac.uk/fss/ projects/grid/grid/php

  30. Close encounters between the CoE, CEFR and Finland – a short guided tour

  31. Finnish context in brief • Part of Sweden for 8 centuries • Swedish the only official language until the late 1800s • Part of Russia with a status of Grand Duchy from 1809 until 1917 • A battleground between Sweden and Russia for centuries • A borderland with cultural influences from the west and east (Roman Catholicism – reformation: Lutheranism vs. Orthodox • Member of EU in 1995; not a member of NATO

  32. Independent republic since 1917; 5,2 m • Two national languages: Finnish c. 94%, Swedish c. 5%; Sami languages used in administration in some nothern communities – regional/”small” languages • Comprehensive school reform in the 1970s - a real milestone: 9-years, no streaming (mixed-ability classes), no external examinations; L2 study by all • Usual pattern: English from grade 3, Swedish from grade 7, optional language grade 8 • EU: 1 +2; Swedish/Finnish compulsory; English is not compulsory but all study it; c. 30% have 1 + 3 • 1 + 2 language profile: all Finns between ages 16 and 48/50 -> national language competence capacity

  33. Linguistic policy context • Finnish not related to most European languages (except Estonian and Hungarian), spoken by 5 million people • After independence, declared a bilingual state with Finnish and Swedish having an equal status • Åland Islands a region with specific linguistic guarantees of Swedish monolingual status • Rules for language requirements for civil servants • Rules for deciding linguistic status of municipalities • Recent new constitution strengthens the position of the Sami language

  34. Economic context – Finland in the world • Population – c. 1 per mille - 0.001% • About 5-7 per mille of world´s industrial production • C. 10 per mille of world´s total export • Number of nationals working abroad started to grow fast in the 1980s • Investments abroad and foreign investments in Finland grown substantially • ”Nokialand”, ”PISA-champion”, cruise ships, paper machinery, sauna….

  35. Finnish language curricula have been impacted by the Council of Europe language projects since the mid-1960s. • This has been seen serving our own national interests – no imposition • First very actively utilising and applying the CoE language project expertise – ”early adopters/adapters. • Gradually becoming a more active partner in development work.

  36. What has been done with the CEFR in Finland? • Quite a lot!

  37. CEFR – adaptation to school curricula (2004-2004) • Needed to be adapted to the context, not just adopted as such • Keep the well-established curriculum traditions: balance between tradition and reform • Add as a new component the proficiency levels to facilitate definition of progression • Indicate target levels for grades 6, 9 and 12 • Need for more fine-grained levels at A1 • fast qualitative progress at lower levels • to sustain and support motivation

  38. Language Proficiency Levels: in the Finnish Core Curriculum Mastery C1.2 Vantage B1.2 Threshold Breakthrough

  39. Linking National Assessment outcomes to the CEFR: • What level is obtained in English at the end of the Comprehensive School after seven years of study (age 15-16)? • cf: European Indicator of Language Competence (”Barcelona Indicator”, EU-project, data collection 2010)

  40. CEFR in the Examination and National Assessment context: two examples

  41. Linking Matriculation Examinations (high stakes) to the CEFR: • What level is obtained at the end of the Upper Secondary School (age 19)?: tentative linkage during the first round of linkage

  42. How to accommodate national grading and reporting systems and the CEFR (levels)? • Matriculation exam grades (7 levels) from top to pass: roughly 5%, 15%, 20%, 24%, 20%, 11% <> CEFR 6 levels C2-A1; in practice A1-C1, 5 levels or less • One solution: by means of conversion tables/ charts, which show how national grades are related to the CEF levels.

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