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1. 1 BERLIN DECEMBER WORKSHOP 2005
The Implementation of the Common European Framework of Reference at Higher Education Level
Freie Universität Berlin, 9-10 December 2005
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The introduction of the Bologna structure as an opportunity for innovation
Wolfgang Mackiewicz
Freie Universität Berlin / CEL/ELC
2. 2 Bologna signals not only a change in course structure, but also a change in paradigm
from input to output
from content to learning outcomes
from knowledge to skills and competences
from teacher to learner
from individual courses and contact hours per week / semester to modules and credit points
3. 3 Frequently observed misunderstading
Bologna = BaMa-structure
purely a matter of structure
in this country, attempts to design new BA programmes as shortened, compact magister or diplom courses
danger: to focus solely on academic content to the detriment of generic skills and competences such as the development of multilingual skills
4. 4 BUT
You cannot implement Bologna without promoting language learning in higher education
European dimension of employability
European dimension of higher education (mobility, university co-operation, joint degree courses)
higher education anchored in the lifelong learning paradigm
5. 5 THREE IMPORTANT POINTS
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We must emphasise the importance of applied / practical language studies for both specialist and non-specialist students.
6. 6 THREE IMPORTANT POINTS
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We must emphasise the importance of applied / practical language studies for both specialist students and non-secialist students
We must and we can use the introduction of the Bologna structure for enhancing the quantity and quality of language provision.
7. 7 THREE IMPORTANT POINTS
______________________
We must emphasise the importance of applied / practical language studies for both specialist and non-speacialist students.
We must and we can use the introduction of the Bologna structure for enhancing the quantity and quality of language provision.
We must and can use the introduction of the Bologna structure for the integration of applied / practical language studies into study programmes.
8. 8 A DIFFERENT APPROACH AT FUB
thanks to the involvement of the then vice president in a CEL/ELC pilot project => high priority given to language learning in both specialist and non-specialist offerings
various possibilities to combine academic study with language learning
some publicity: ENLU – European Network for the Promotion of Language Learning Among All Undergraduates => Europe-wide consultation
9. 9 New BA courses at the Freie Universität Berlin
three years = 180 credits
all courses have a general preparation for employability strand worth 30 credits (ABV)
Four different types of BA courses
- Type 1: a single subject worth 150 credits plus ABV
(primarily in the hard sciences)
- Type 2: a core subject of >110 credits plus <40 credits
from (a) related subject area(s) plus ABV
10. 10 New BA courses at the Freie Universität Berlin
(cont.)
- Type 3: a core subject of 90 credits plus 1 package of
modules of 60 credits plus ABV (combi BA)
- a core subject of 90 credits plus 2 packages of
modules of 30 credits each plus ABV (combi BA)
Problem area from the point of view of languages: teacher education
11. 11 Expanded provision of languages
ABV: <15 credits for language study (currently: Arabic, FR, ES, IT, NL, PL, PT, RU, TK)
12. 12 Expanded provision of languages
ABV: <15 credits for language studies (currently: Arabic, FR, ES, IT, NL, PL, PT, RU, TK)
60-credit packages of modules in modern languages
- ab initio: 42 credits for applied language studies (ES, IT, PT) (for combi BAs)
13. 13 Expanded provision of languages
ABV: <15 credits for language studies (currently: Arabic, FR, ES, IT, NL, PL, PT, RU, TK)
60-credit packages of modules in modern languages
- ab initio: 42 credits for applied language studies (ES, IT, PT) (for combi BAs)
30-credit packages of modules in modern languages
ab initio: 24 credits for applied language studies (ES, IT, PT) (for combi BAs)
14. 14 Curriculum development done in some haste
practical language modules in core subjects and packages of modules: 6 credits each (= 4 contact periods per week / semester)
1 credit = 30 student working hours
6 credits = 60 hours classroom work and 120 hours independent and co-operative learning
15. 15 Curriculum development done in some haste
practical language modules in core subjects and packages of modules: 6 credits each (= 4 contact periods per week / semester)
1 credit = 30 student working hours
6 credits = 60 hours classroom work and 120 hours independent and co-operative learning
practical language modules in ABV: 5 credits each
5 credits = 60 hours classroom work and 90 hours independent and co-operative learning
16. 16 Description of language modules in core subjects and packages of modules
detailed decription of learning outcomes
- definition of exit level in reference to CEFR (for example, B1.2-B2.1)
- description of what students are expected to be able to do in the four basic skills at the end of the module – descriptors drawn from CEFR and from CEL/ELC ELP
identification of entry level in reference to CEFR
description of content in terms of development of skills and skill-specific strategies, expansion of lexis and grammar, and development of strategies for independent and co-operative learning
forms of assessment (unseen paper, oral exam, and small tasks)
17. 17 Entry levels – admission tests
currently admission to core courses in English, French, Italian and Spanish (as well as to a number of packages of modules in these languages) tied to admission tests related to CEFR levels
- FR, ES, IT: B1
- EN: C1
ditto recognition of prior learning
18. 18
19. 19 Language modules in the general preparation for employability strand
definition of entry and exit levels in reference to CEFR
less detailed description of can dos and content
Article 3 (3) of course regulations: “The learning outcomes of the modules in the modern languages competence area are related to the Council of Europe’s Common European Framework of Reference.”
Appendix 2 of the course regulations: self-assessment grid in German
20. 20
21. 21 Target agreement of February 2004 concluded between the Language Centre and the Präsidium
implementation of the CEFR in all language offerings provided by the Language Centre
22. 22 Target agreement of February 2004 concluded between the Language Centre and the Präsidium
implementation of the CEFR in all language offerings provided by the Language Centre
creation of an independent language learning centre (including an espace le français – la France)
23. 23 Target agreement of February 2004 concluded between the Language Centre and the Präsidium
implementation of the CEFR in all language offerings provided by the Language Centre
creation of an independent language learning centre (including an espace le français – la France)
creation of a new organisational structure, transferring specific responsibilities to individual members of staff for the target agreement period
24. 24 Target agreement of February 2004 concluded between the Language Centre and the Präsidium (cont.)
appointment of an overall co-ordinator for the implementation
appointment of co-ordinators for the various languages
problem: areas without full-time staff
hiring of a new colleague charged with the creation of the independent language learning centre
hiring of a new colleague for the creation of the espace
25. 25 BEFORE I HAND OVER TO GABI LEDER,
OUR OVERALL CO-ORDINATOR, ….
And what about English in the general preparation for employability strand?
in theory students should do at least one content module in their core subject in English
We are going to set up a writing centre!