Description |
1 online resource (284 pages) |
Series |
Springer texts in education |
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Springer texts in education.
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Contents |
Intro -- Preface -- Contents -- Abbreviations -- 1 The CEFR and Practical Resources -- 1.1 Overview of the CEFR -- 1.1.1 Aims of the COE, CEFR and ELP -- 1.1.1.1 Council of Europe -- 1.1.1.2 The Common European Framework of References for Languages -- 1.1.1.3 European Language Portfolio -- 1.1.2 Key Aspects of the CEFR -- 1.1.2.1 Action-Oriented Approach and Learners as Social Agents -- 1.1.2.2 Backward Design and Needs Analysis -- 1.1.2.3 Comprehensive, Transparent, Coherent, and Neutral -- 1.1.2.4 Plurilingualism and Pluriculturalism -- 1.1.2.5 A Profile of Needs and Proficiency |
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1.2 The Descriptive Scheme and the Common Reference Levels -- 1.2.1 Four Modes of Communication: Reception, Production, Interaction, and Mediation -- 1.2.2 Competence: General, Communicative Language, Plurilingual, and Pluricultural -- 1.2.3 The Common Reference Levels -- 1.3 History and Criticism of the CEFR -- 1.3.1 CEFR History and Development -- 1.3.2 ELP History and Development -- 1.3.3 Criticisms of the CEFR -- 1.4 The CEFR in and Beyond Europe -- 1.4.1 The CEFR in Europe -- 1.4.2 The CEFR Beyond Europe -- 1.5 Practical Resources for the CEFR -- 1.5.1 Resources by Institution |
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1.5.2 Resources Related to Chapters -- References -- 2 Curriculum and Course Design -- 2.1 The Role of the CEFR in Curriculum and Course Design -- 2.2 Types of Descriptor Scales -- 2.2.1 Common Reference Levels for Curriculum Design -- 2.2.2 Illustrative Descriptor Scales for Course Design -- 2.2.2.1 Illustrative Scales for Communicative Language Activities and Strategies -- 2.2.2.2 Communicative Language Competences -- 2.2.2.3 Plurilingual and Pluricultural Competences -- 2.3 Application of the CEFR: How to Utilize CEFR Descriptors for Curriculum and Course Design |
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2.3.1 Curriculum Design: Using Common Reference Levels -- 2.3.2 Course Design: Using Illustrative Descriptor Scales -- 2.3.2.1 Selection of Illustrative Descriptors: Communicative Language Activities -- 2.3.2.2 Selection of Illustrative Descriptors: Communicative Language Competences -- 2.3.2.3 Selection of Illustrative Descriptors: Strategies for Language Activities -- 2.3.2.4 Analysis of Illustrative Descriptors -- 2.3.2.5 How to Contextualize Illustrative Descriptors to Suit One's Own Course -- 2.4 Exercises -- 2.4.1 Exercise 1: Aligning a Course to CEFR Descriptors |
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2.4.2 Exercise 2: Creating Illustrative Descriptors Between Criterial Levels -- 2.5 Case Studies and Further Reading -- 2.5.1 Case Study 1: Using Illustrative Descriptors for an Academic Writing Course at the A2+ Level -- 2.5.2 Case Study 2: Using Illustrative Descriptors for a General English Course -- 2.5.3 Further Reading -- Appendix 1 -- References -- 3 Assessment -- 3.1 The Role of Assessment in the CEFR -- 3.2 Some Important Concepts in Assessment -- 3.2.1 Testing, Assessment, and Evaluation |
Summary |
This book is a practical guide to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe 2001) and the CEFR Companion Volume (CEFR/ CV; COE 2018), which have increasingly been used to inform the language policies and teaching practices of countries within and outside of Europe. It helps practitioners to (i) grasp essential and core concepts of the Common European Framework of Reference, (ii) identify parts of the CEFR and the CEFR/CV as well as other CEFR-related resources and documents that are relevant for readers different purposes, and (iii) utilise and adapt these resources for their own needs. Written by practitioners for practitioners, this hands-on guide covers the philosophy of the CEFR, curricula, assessment, learner autonomy, the task-based approach, and teacher development. Logically explaining all aspects of the framework and its application, this manual helps readers deal with many of the difficulties encountered when using CEFR and the CEFR CV. The book will appeal to a wide audience, including teacher educators; curriculum and materials developers; examination boards unfamiliar with the CEFR; university language departments and language centres responsible for developing their own curricula, teaching/learning approaches and assessment instruments; and policy-makers wanting to learn more about the implications of adopting the CEFR. It is a guidebook, a reference book and a workbook all in your hand. "Admirably clear and systematic, this book provides prospective users of the CEFR with precise and comprehensive guidance. Reading the book has been a heartening experience, not least because it fills a gap that has existed since the publication of the CEFR twenty years ago." Professor David Little, Trinity College Dublin, Ireland |
Notes |
3.2.2 Assessing Achievement and Proficiency Through Criterion-Referenced and Norm-Referenced Tests |
Bibliography |
Includes bibliographical references and indexes |
Notes |
Print version record |
Subject |
Second language acquisition -- Ability testing
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Language and languages -- Ability testing.
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Language: reference & general.
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Examinations & assessment.
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Language teaching & learning (other than ELT)
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Language Arts & Disciplines -- Linguistics -- General.
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Education -- Evaluation.
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Education -- Language Experience Approach.
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Language and languages -- Ability testing
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Second language acquisition -- Ability testing
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Form |
Electronic book
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Author |
Birch, Gregory C
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Bower, Jack V
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Schmidt, Maria Gabriela.
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ISBN |
9789811558948 |
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9811558949 |
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