le cadre européen commun de référence pour l'acquisition des langues! thunder bay:
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DESCRIPTIONLe Cadre Européen Commun de Référence pour l'acquisition des langues! Thunder Bay: le 3 & 4 Juin 2010 Denis Cousineau: OCDSB. Agenda de travail: Jour 1 historique réalité en Europe vs la réalité au Canada pourquoi le Cadre au Canada? Comprendre l'outil. Agenda de travail: Jour 2 - PowerPoint PPT Presentation
Le Cadre Europen Commun de Rfrence pour l'acquisition des langues!
le 3 & 4 Juin 2010
Denis Cousineau: OCDSB
Agenda de travail:Jour 1historiqueralit en Europe vs la ralit au Canadapourquoi le Cadre au Canada?Comprendre l'outilAgenda de travail:Jour 2Implications pour la pdagogie, l'valuation et l'apprentissage!La planification rebours et les principes de diffrentiation.Comment transformer le paysage du FLS?
Historique du Cadre
Un peu d'histoire!
OCDSB - ContextExploring PerceptionsWho gets to stay on the rink? Who needs to be on the rink?
OCDSB FSL Program Review (elementary)January 2007Maintain EFIExpand MFIPhase out LFIMaintain Core French JK - 8 Our Focus: Learning, Leadership, Community
OCDSB FSL Program Review (Secondary)March 2009Oral communication grade 9/10Applied coursesGrade 12 French Proficiency Test
Our Focus: Learning, Leadership, Community
OCDSB CEFR StrategyImplementation of the DELF- pilot (2009-2010)- expanded pilot (2010-2011)- full implementation (2011-2012)?
Focus on oral communication (K-12)
Portfolios?Our Focus: Learning, Leadership, Community
OCDSB DELF Pilot (2009-2010)December 2009 2-day introductory trainingJanuary 2010 accredited DELF centreFebruary 2010 4-day training for examinersApril 2010 administration of DELFJune 2010 analysis of student results/perceptual dataOur Focus: Learning, Leadership, Community
A-2Learner develops new skills!
C2-LearningLearner has a very high level of proficiencyMastery of all the abilities!
C2-Learner and Performer
Practice and Feedback
Family and Community SupportCultural ValueGenerational transmission of skills and knowledge
Cultural Change : All Inclusive
Openness to the whole world and to Francophonie!
A Canadian Society with Skillful Learners
For Educators, Learners and Parents Common Understanding and Terminology
Edmonton, Alberta, CanadaTlphone : (780) 432-7070Tlc. : (780) 988-1996Courriel : firstname.lastname@example.orgCommunication de: Wally Lazaruk en 2007ConclusionLe Cadre est un instrument trs utile pour promouvoir, structurer et valuerlapprentissage des langues secondes et trangres. Au Canada, le Cadre europen pourrait combler un besoin important de dvelopper une base commune de rfrence pour les langues.Le Cadre europen possde plusieurs caractristiques qui conviennent au contexte canadien. Il dcrit clairement des niveaux de comptence langagire qui correspondent aux perceptions des enseignants et des apprenants. Les descripteurs sont clairs, significatifs et formuls de faon positive. Le cadre est ouvert et souple, offrant un systme commun de rfrence qui peut tre utilis dans diffrentes circonstances, un systme qui peut tre modifi et raffin. Les examens internationaux constituent une faon efficace dappliquer le Cadre europen. Les apprenants accordent beaucoup dimportance la reconnaissance internationale de leur comptence en franais.
Le Franais en TGVLondon, Ontario23 avril, 2010tat de la situation: State of the NationPerceptions et attitudesNext steps! Ou aller et comment?Denis CousineauWhere are we? and where do we want to be? and at what speed?
Un peu d'histoire suite...
Le portrait actuel et futur!
Nicole, Daphn et Tristan!
The CEFR in the NetherlandsErna van Hest, CitoStrasbourg, 6-8 February 2007
IntroductionConcrete actions in implementing the CEFR in the Netherlands
(c) Cito - Strasbourg 6-8 February 2007 - 2
Concrete actionsLanguage teachingAdaptation of existing syllabiWidespread promotion of the European Language Portfolio among students and teachers
(c) Cito - Strasbourg 6-8 February 2007 - 3
Concrete actionsLanguage testing: national levelRevision of examination syllabi and examinationsDutch examinations linking projectLinkage of state examinations for Dutch as a second language to the CEFR
(c) Cito - Strasbourg 6-8 February 2007 - 4
Concrete actionsLanguage testing: international levelLinkage of speaking and writing performances to CEFR EBAFLS (European Bank of Anchor items for Foreign Language Skills)
(c) Cito - Strasbourg 6-8 February 2007 - 5
Problems experiencedDissemination of the CEFR in Dutch language education and especially among language teachers
The techniques of linking examinations to the CEFR
(c) Cito - Strasbourg 6-8 February 2007 - 6
Solutions foundLanguage teachingFacilitating/supporting documents for language teachersSpecial CEFR training courses for language teachers
Language testingDutch examinations linking projectBenchmarked reference tools
(c) Cito - Strasbourg 6-8 February 2007 - 7
CEFR and language educationThe CEFR gives schools, teachers and students an international common framework to discuss and promote language competence and language learning
Schools can use the CEFR to:describe their language policiescompare their outcomes in the field of language learning
(c) Cito - Strasbourg 6-8 February 2007 - 8
CEFR and language educationTeachers can use the CEFR text types, tasks and level criteria as practical tools to:structure their language lessonsguide tailor-made individualized language learning processesprovide feedback to students on their language performance and progressdiscuss students results and performance targets with their fellow teachers
(c) Cito - Strasbourg 6-8 February 2007 - 9
CEFR and language educationTHE CEFR allows students to:structure and plan their language learning processdiscuss their progress and achievements in a transparant way with their fellow students, teachers, parents and future employerscompare their language performance to fellow students, nationally and internationally
(c) Cito - Strasbourg 6-8 February 2007 - 10
Conclusions and recommendationsThe CEFR is a very useful instrument inpromoting, structuring and testing foreignlanguage learning.
To make sure that the CEFR is to beimplemented into schools and that it becomespart of everyday language teaching, there is aneed for:
(c) Cito - Strasbourg 6-8 February 2007 - 11
Conclusions and recommendationsa more user-friendly, practical version of the CEFR for use by teachersCEFR training materialsillustrative materials in Portfoliosbenchmarked performances for the various skills
(c) Cito - Strasbourg 6-8 February 2007 - 12
The European Language Portfolioin Ireland: two examples of design and implementationDavid LittleTrinity College Dublin
OverviewPreliminariesValidated ELPs developed in IrelandThe educational goal of language learner autonomyThe ELP and learner autonomy Two examples of ELP design and implementation:Post-primary language learners Learners English as a second language in primary schoolsConclusionCercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
PreliminariesCercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Validated ELPs developedin Ireland10.2001: Post primary language learners (CLCS)11.2001 (rev 2004): Primary learners of ESL (IILT)12.2001 (rev 2004): Post-primary learners of ESL (IILT)13.2001a: Newly arrived adult immigrants (IILT)13.2001b: Adult immigrants who have already spent some time living in Ireland (IILT)14.2001: Adult immigrants preparing for mainstream vocational education and employment (IILT)CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Validated ELPs developed in Ireland (continued)29.2002: CercleS ELP in French and English; translations into Czech, Slovak, Italian (CLCS)37.2002: Milestone ELP, for adult immigrants learning the language of the host community versions in English, Dutch, Finnish, German, Swedish (IILT working with institutions in The Netherlands, Finland, Germany, Sweden)66.2005: Primary foreign language learners (Modern Languages in Primary Schools Initiative)CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Language learner autonomyIn formal contexts autonomous language learnersare able to take charge of their own learning (Holec 1981) develop a capacity for detachment, critical reflection, decision making, and independent action (Little 1991)can manage the affective dimension of their learning experience to motivational advantage (Ushioda 1996)become more autonomous in language learning as they become more autonomous in language use, and vice versa (Little 1991)CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Language learner autonomyThe freedom that learner autonomy implies is always conditional and constrained: because we are social beings, our independence is always balanced by dependence; our essential condition is one of interdependence (Little 1991)Like the acquisition of language, the development of learner autonomy depends on social