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CEFR Awareness Session Elementary Immersion

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

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CEFR Awareness Session Elementary Immersion

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  1. CEFR Awareness Session Elementary Immersion le 18 ou 23 mai 2012

  2. 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

  3. Background CEFR originated as an initiative of the Swiss government in the early 1990s. It was developed under the direction of the Council of Europe. 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.

  4. In 2006, in Canada, the Committee of Deputy Ministers of Education (CDME) investigated several frameworks for language learning. In 2008, the CDME recommended the use of the CEFRin Canada. It is now used in over 166 countries worldwide.

  5. 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.

  6. 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 aresixidentified levels of proficiency: A1, A2, B1, B2, C1, andC2. Descriptors are ‘can do’ statements. It is a reference tool and provides a basis for discussion and an opportunity for FSL educators to reflect on their current practises.

  7. Six levels of proficiency

  8. 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

  9. A1: Breakthrough Level Me, me, me – only the message

  10. A2 Language Learner Into the community – the message and minor details • more independent • developing more confidence • still requires support • takes more risks • speaks a little faster • speaks from a broader range of topics • some errors

  11. A2: Waystage Level Into the community – the message and minor details

  12. 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

  13. B1: Threshold Level You can solve a problem

  14. 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

  15. B2: Vantage Level Effective, sustained argument

  16. C1 Language Learner • speaks fluently and spontaneously • uses language flexibly and effectively for social and professional purposes • communicates well with native speakers

  17. C1: Effective operational

  18. 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

  19. C2: Mastery level

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

  21. Evaluation and the CEFR What formal exams complement the CEFR? DILF Diplôme initial de langue française DELF Diplôme d'études en langue française DALF Diplôme approfondi de langue française

  22. Why do we need to know about it? • 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.

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

  24. Shifts… Passive learners Active learners Focus on mechanics Focus on message Focus on deficiency Focus on proficiency

  25. 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

  26. oral production VS oral interaction

  27. What does the CEFR-inspired classroom… look like? sound like? 10 Key Look fors

  28. Les portfolios

  29. Au revoir

  30. 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.

  31. Pause-café

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