Title: The CEFR CV revisited: Aligning didactic audiovisual translation to the Common European Framework of Reference for Languages
Page: 43-55
Author: Marga Navarrete (University College London)
DOI: https://doi.org/10.37546/JALTSIG.CEFR6-3
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract:
This paper explores how the Action-oriented Approach (AoA) sits within the Common European Framework of Reference for Languages and its recently released version of the Companion Volume (COE 2020). It discusses updates carried out to the Framework, which includes mediation acquiring a pivotal role, the creation of new categories and illustrative descriptors, including those for sign language, as well as the emphasis given to plurilingual and pluricultural competences among other aspects that have recently been revised, but giving particular attention to the impact of mediation in language learning. This paper also investigates the differences between the AoA and previous communicative trends by looking at the type of syllabus used for each methodological approach. Didactic audiovisual translation (DAT), that is the application of audiovisual translation (AVT) practice to the language learning setting, is perceived as a mediation strategy for learners. With the incorporation of sign languages to the last version of the CEFR/CV, and the subsequent emphasis on accessibility features, this paper promotes the idea that all DAT modes can be included within the Framework, but in particular didactic audio description (DAD) and SDH (subtitling for the deaf and hard of hearing). Therefore, a new category to accommodate DAT modes to the CEFR/CV, and DAD’s corresponding illustrative descriptors have been developed.
Keywords: CEFR/CV, mediation, didactic audiovisual translation (DAT), didactic audio description (DAD), illustrative descriptors.
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Title: The New ‘Back to Normal’: CEFR Online Interaction Activities and Strategies in German as a Second Language (GSL) Courses
Page: 27-42
Author(s): Kerstin Pramstaller (University of Innsbruck, Austria)
DOI: https://doi.org/10.37546/JALTSIG.CEFR6-2
This article is open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Abstract:
During the two years of the pandemic, online interaction activities certainly aided communication between communities, families and students, and at work. After these two years, now – in 2023 – interaction activities seem to have returned to a level of normality, but what kind of normality are we referring to? This paper intends to explore online interaction activities and strategies at a time when online interaction is no longer necessary, due to extreme external conditions, but remains a sense-making practice in German as a Second Language (GSL) courses. This point of view is based on the author’s conviction that online interaction has become part of today’s real-life communication in our increasingly digital world, and that students of German language courses are supposed to engage in real-life tasks during the tutorials and beyond, such as online discussions about a specific topic with their peers. In this context ‘multi-modal learning’ is key for a successful (language) learning process with a view to achieving digital citizenship.
Keywords: CEFR/CV, online interaction activities and strategies, multi-modal learning, real-life communication, digital citizens
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Title: PACIS XXI: Aligning English language curriculum with the CEFR/CV for 21st century learning
Page: 7-26
Author(s): Janey Gregório (Regional Directorate for Education and Educational Administration of the Azores, Portugal) and Joana Silveira (Regional Directorate for Education and Educational Administration of the Azores, Portugal)
DOI: https://doi.org/10.37546/JALTSIG.CEFR6-1
This article aims to outline and describe how the PACIS XXI team (Projetar a Área Curricular de Inglês para o Século XXI), nominated by the Azorean Regional Government’s Secretary of Education in 2017, designed and promoted the implementation of the CEFR-based English curriculum guidelines. Its acronym, which translated means to launch English as a curriculum component into the 21st century, states the essence of what the team was mandated to do.
The key mission was to analyse the state of English language teaching, learning and assessment and design a curriculum document to sustain English language education at the primary level in the Azores, Portugal. In July 2022, the guidelines, Orientações Curriculares de Inglês dos 1.º e 2.º ciclos do ensino básico (OCI), were published.
First, we delved into the CEFR/CV with New Descriptors (Council of Europe [COE] 2018), then later, while the guidelines were up for public discussion as a working document, between 2019 and 2022, we enhanced them using the final version of the CEFR/CV (COE 2020).
Aligning curriculum guidelines with the CEFR/CV meant not only aligning proficiency levels for different grades, but also looking closely at what it means to take an action-oriented approach to language learning. Hence the need to move forward into designing descriptors for communicative activities, and not for the traditional four skills: reading, writing, listening and speaking.
We presented planning and assessment tools and templates aligned with an action-oriented approach, incorporating the Understanding by Design/Backwards Theory (Wiggins and McTighe 2005). We also looked at pedagogical assessment, where formative assessment is key, as put forward by Dylan Wiliam (2011) as well as the conceptual framework shared by the Projeto MAIA through the Portuguese educational system.
Over a hundred teachers in thirty schools were involved. Various types of training were developed, based on the curriculum guidelines, as well as needs expressed by teachers. All this work was not only validated by policymakers, but also by APPI (Associação Portuguesa de Professores de Inglês), the Portuguese English teachers’ association who thoroughly revised the guidelines.
In sharing this experience, we hope to lend some insight into how the CEFR/CV can be used and adapted for curriculum design and can enhance teaching, learning and assessment.
Keywords: PACIS XXI, CEFR Companion Volume, curriculum guidelines, action-oriented approach, Understanding by Design, pedagogical assessment
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Title: Implementing a localized version of a CEFR-based curriculum
Page: 56-73
Author(s): Tziona Levi (Israeli Ministry of Education), Simone Duval (Israeli Ministry of Education)
DOI: https://doi.org/10.37546/JALTSIG.CEFR5-5
Abstract:
This research addresses the implementation of the new Israeli English curriculum based on the CEFR and its introduction to lead-teachers, teacher-mentors and teacher-educators defined as ‘expert’ according to Israel’s Professional Standards Document (Ministry of Education 2019). To create reciprocal study and interaction with the curriculum document while disseminating it to EFL teachers throughout the country, these experts were led to conduct a multilevel interactive discourse, characterized by the ripple effect metaphor within Professional Learning Communities (henceforth PLCs). Examination of this interactive discourse within the PLC framework reflects the incorporation of a unique application design that draws on EFL curriculum implementation as a national policy and concurrently provides insight into the delivery of the curriculum designed to elicit critical meditative conversations. While applying a PLC setting, we demonstrate collaborative dialogues and knowledge construction by participant ‘experts’ as they learn the curriculum through social interaction, activating conceptual curriculum language as a mediational tool and verbalizing or ‘languaging’ the meaning making process (Swain 2006; Watanabe and Swain 2007). Thus, we ascertain that the expert-teachers’ knowledge of the curriculum is constructed within the PLC structure as they explore methods to mediate the curriculum. To capture the scope of the interaction and delineate this knowledge construction, we collected, transcribed and analyzed asynchronous logs written by each participant, and four collaboratively written (socially constructed) group logs which together form the source of the current qualitative study.
Keywords:
CEFR, professional learning communities (PLC), social interaction, curriculum implementation, curriculum mediators
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Title: Framework of Reference for Sign Languages and Description of the Czech Sign Language
Page: 45-55
Author(s): Martina Hulešová (Charles University)
DOI: https://doi.org/10.37546/JALTSIG.CEFR5-4
Abstract
The CEFR is a well-known, useful, and widely exploited tool used for many European languages, as well as in some non-European language contexts. Most of the contexts where the CEFR is used concern spoken languages. However, regarding sign languages, there have only been a few attempts to explore how the CEFR might be adapted and modified. In 2019, a CEFR-related project started in the Czech Republic (as one of five key activities of a bigger project – called APIV A – that concerned inclusion of users of first languages other than Czech) with the original aim of adapting the outcomes of the ProSign project1 led by The European Centre for Modern Languages, which basically meant creating proficiency scales for the description of Czech Sign Language. However, it became clear that a mere translation or a slight adaptation is neither possible nor appropriate. Therefore, the project became much broader, and, in the end, two original comprehensive and interrelated documents were developed: a general Framework of Reference for Sign Languages and a more specific Reference Level Descriptors of Czech Sign Language. Both documents are bilingual: in written Czech and translated into Czech Sign Language.
Three main topics are discussed in this article. Firstly, the content and the processes by which these two documents were planned and published are described. The rationale for their development is presented, and the approaches, including blind alleys, doubts and their solutions discussed. Secondly, challenges faced by the writing team are presented, for instance the collaboration of Deaf and hearing colleagues, the collaboration of hearing linguists with Czech Sign Language teachers with no linguistic background, terminological issues, given that sign languages in general, and the Czech sign language specifically, are so-called less-taught languages. Finally, problems and challenges related to the features of the Czech deaf community, such as the specificity of culture, language modalities, the absence of standardisation, research, and the lack of recognition of the language as a fully-fledged code, are presented.
Keywords:
sign language(s), framework of reference, reference level descriptors, deaf community
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Title: Comparability Study Between CEFR and CSE: An Exploration Using the LanguageCert Test of English
Page: 25-44
Author(s): David Coniam (LanguageCert), Michael Milanovic (LanguageCert), Wen Zhao (Jinan University, Guangzhou)
DOI: https://doi.org/10.37546/JALTSIG.CEFR5-3
Abstract:
This paper outlines how different studies can be brought together to reveal how two separate examinations, based on different assessment frameworks, may be compared. The paper reports on data obtained from a cohort of a comparatively large sample of Chinese university test-takers who took two separate tests – the Chinese College English Test (CET), which is linked to the descriptive scales of the CSE (China Standards of English) and the LanguageCert Test of English (LTE) linked to the descriptive assessment framework of the CEFR (Common European Framework of Reference for Languages). In addition to the test-taking, two further studies were conducted.
Analysis indicated that it was possible to make reasonably definitive pronouncements about the comparability of the two frameworks in reading and language use. The findings contribute to the assessment research literature in that they provide relevant stakeholders with a means of comparing performances on either the LTE (linked to the CEFR scale) or the Chinese CET (linked to the CSE framework).These findings are particularly valuable for western institutions of higher education who, when considering the admission of Chinese students, postgraduate or other, are presented with CET results based on the CSE framework and LTE results based on the CEFR framework.
Keywords:
test validation, reading and language use, CEFR, CSE, self-assessment, expert judgement, Rasch measurement
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DOI: https://doi.org/10.37546/JALTSIG.CEFR5-2
Abstract
In this contribution, we illustrate how we have designed our orientation course on the CEFR Companion volume: with what objectives (Part I) and what structure (Part II). The course is designed and realised in microlearning mode. Graphics, animation and approach to the subject matter make it enjoyable also for those who are approaching LS/L2 teaching or for self-learners who want to discover this document. Each of the 11 course units consists of a 5-10’ video, equally usable from a mobile device, focusing on a particular aspect (all videos are visible on the website http://promoplurilinguismo.unimi.it and on youtube). All our references to the adoption and knowledge of the CEFR CV mainly concern our experience in Italy, although we have noticed many similarities with other countries both at school (at all levels) and outside school. ‘Our’ Italian society, just like ‘our’ European society, has in fact seen and continues to see the importance assumed by linguistic and cultural diversity growth of which it is necessary to become increasingly aware. The course is intended to be a tool for understanding the whole didactic idea of the CEFR CV, which envisages language levels from Pre-A1 to C2 but at the same time promotes education in plurilingualism, interculturalism, mediation and inclusiveness.
Keywords:
Companion Volume, CEFR, glottodidactics, second languages, foreign languages, linguistic
education, plurilingualism
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Title: Aligning language education with the CEFR: A Handbook
Page: 5-10
Author(s): Neus Figueras (University of Barcelona), David Little (Trinity College Dublin), Barry O’Sullivan (British Council)
DOI: https://doi.org/10.37546/JALTSIG.CEFR5-1
Abstract:
This article briefly presents the handbook Aligning language education with the CEFR, which was published in April 2022 and is freely available online. The publication of the CEFR Companion Volume with new descriptors (CEFR CV; Council of Europe, provisional version 2017, definitive version 2020) has caused quite a stir in the field of language education and prompted renewed interest in the content and applicability of the CEFR (Council of Europe 2001). Language assessment professionals in particular have discussed the many implications of the CEFR CV in different contexts and scenarios. The article explains why the handbook was developed and who it is for, describes the steps involved in aligning the different dimensions of language education with the CEFR, and explains how the handbook is organised.
Keywords:
CEFR, CEFR CV, CEFR alignment, language assessment
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CEFR Journal - Research and Practice
Volume 5 (December 2022)
Volume: 5
Date of publication: December 31st, 2022
https://doi.org/10.37546/JALTSIG.CEFR5
These articles are open access and licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.
Download PDF of complete issue:
Click here for downloading complete issue of volume 5
Table of Contents:
Volume 5-1, page 5-10: Aligning language education with the CEFR: A Handbook, Neus Figueras (University of Barcelona), David Little (Trinity College Dublin), Barry O’Sullivan (British Council)
Volume 5-2, page 11-24: A multimedia orientation course on the CEFR Companion Volume going back to 2001, moving forward to 2020 and beyond, Monica Barsi (University of Milan), Teresa Betarello (Provincial Centre of Adult Education, Milan)
Volume 5-3, page 25-44: Comparability Study Between CEFR and CSE: An Exploration Using the LanguageCert Test of English, David Coniam (LanguageCert), Michael Milanovic (LanguageCert), Wen Zhao (Jinan University, Guangzhou)
Volume 5-4, page 45-55: Framework of Reference for Sign Languages and Description of the Czech Sign Language, Martina Hulešová (Charles University)
Volume 5-5, page 56-73: Implementing a localized version of a CEFR-based curriculum, Tziona Levi (Israeli Ministry of Education), Simone Duval (Israeli Ministry of Education)
Editorial - Volume 5, Fergus O'Dwyer
The open source movement emanating from software development promotes universal access, with resources made freely available for possible modification and redistribution. This spirit is found in the development of the CEFR, and the invitation in the article by Neus Figueras, David Little and Barry O’Sullivan to CEFR users to share their experience and projects that can be included in future iterations of the Aligning Language Education with the CEFR: A Handbook. The general outline of the handbook featured in this issue discusses the aim of unifying and aligning elements such as curriculum, teaching/learning materials, teaching approaches, teacher training, and assessment. This feeds into the multimedia orientation course on the CEFR Companion Volume (CV) by Monica Barsi and Teresa Betarello: language learning is viewed as an ongoing process where reception, production, interaction, and mediation blend into each other to make up linguistic competence. The action-oriented approach in part involves language learning events accumulating and building new knowledge to move forward. A promising element of the orientation course is the presentation of the CV in a way that illuminates the theoretical framework of the CEFR (2001) for younger audiences, who may have only accessed the 2020 publication.
The future development of the CEFR potentially involves disseminating best practice through collaboration between interested parties working in different contexts and the further expansion of professional networks. The article by Martina Hulešová outlines the positive impact the sign language project has had on the Czech deaf community, as they took part as consultants, validators, dissemination panelists so that they understand the use and usefulness of the project. What began as adaptation of proficiency scales morphed into a much more encompassing general Framework of Reference for Sign Languages and a specific Reference Level Descriptors of Czech Sign Language. These bilingual (written Czech and Czech Sign Language) resources facilitate coordination for teaching, syllabi, curricula, assessment, teaching and learning innovations. These can begin to overcome challenges presented by language modalities, the absence of standardisation, and critically the lack of research into, or recognition of Czech Sign Language.
The contribution by David Coniam, Michael Milanovic and Wen Zhao provides institutions of higher education guidance when considering the admission of Chinese students submitting results of the Chinese College English Test, which is based on the China Standards of English, and the LanguageCert Test of English (which, in turn, is based on the CEFR framework). The final article discusses the introduction of a CEFR-aligned curriculum into the Israeli context. This required a change in teachers’ mindsets alongside a long-term, multi-stage implementation plan. Tziona Levi and Simone Duval use the ripple effect metaphor to analyse professional learning communities, and specifically collaborative dialogues in learning the curriculum through social interaction, activating conceptual curriculum language as a mediational tool and ‘languaging’ the meaning making process.
This mindset shift is in motion, with the call for experts to facilitate courses with teachers to prepare materials according to the guidelines of the CEFR-based curriculum. We look forward to further conversation-starting articles in following issues of the CEFR Journal: please see the call for abstracts if interested in submitting.
— Dublin (Ireland), December 2022
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Updated by February 25th, 2023 (MGS)
CEFR Journal Volume 6 (2024)
Volume 6 (February 2024)
Download CEFR Journal - Volume 6 (complete issue)
Table of Contents of Volume 6
Editorial by Elif Kantarcıoğlu, page 4
In Memory of Jamie Dunlea by Richard Spiby, page 5
180 pages
Editorial
Elif Kantarcıoğlu
In loving memory of our dear friend Jamie Dunlea, we dedicate this issue of the journal to his life and legacy. Jamie was a passionate advocate of the CEFR and a driving force in language testing and assessment. Jamie’s tireless dedication and invaluable contributions to the CEFR related work have left an indelible mark on this field, inspiring all to strive for excellence and innovation. Through this dedication, we celebrated Jamie’s profound impact and enduring legacy, ensuring that his vision and passion for the CEFR continue to shape and enrich language testing and assessment. This issue starts with the beautiful obituary Jamie’s close friend and colleague, Richard Spilby has written.
The CEFR/CV introduced a paradigm shift in education with the exploitation of the Action-oriented Approach (AoA) , which made it vibrant in the minds of its users and allowed them to feel confident in adapting and adopting its principles to their own educational contexts. The newly developed descriptors in relation to mediation, plurilingualism and other areas of competence further alleviated the use of the CEFR/CV in many contexts. The richness of this issue in terms of the diversity of topics and the range of languages covered demonstrates the powerful impact of the CEFR/CV across the world.
The article by Gregorio and Silveira takes curriculum alignment to the CEFR/CV to the level of pedagogical assessment including tools in line with AoA principles, presenting a comprehensive educational alignment in the Portuguese context. Curriculum revamp studies also originated from the practices initiated during the pandemic and deemed necessary for today’s education such as online interaction. Kerstin Pramstaller presents the action research she carried out with her students evaluating the online interaction the practices she transformed and transferred from the pandemic days to a hybrid mode of teaching she has adopted in the Austrian context. In her study aligning didactic audiovisual translation to the CEFR, Marga Navarrete has developed a new category of illustrative descriptors encompassing the didactic audio description competences, which are representative of mediation strategies for learners.
Foremost attention among alignment studies is given to linking assessment practices to the CEFR. A large scale exam linking example is the SMEEA Gaokao tests to the CEFR in China. Lloyd, Seed, Xu, and Hu reflect on the process of comparing the difficulty levels of six language tests in aligning them to the CEFR. They offer valuable insights and recommendations to those considering to embark upon a similar study. Rousoulioti, Ventouris, Olympia Blatsioti, and Tsalta, on the other hand, conducted research into a much more pedagogically oriented type of assessment, which is self-assessment. Their study confirmed the benefits of self-assessment attested by many other studies and demonstrated that self-assessment boosts student learning, motivation, metacognitive skills and contributes to learner autonomy.
Studies surrounding mediation come to the fore in this issue. Another article on mediation by Maarena Jimenez Naranjo, Navarrete, and Oaknin sets a sound example of designing tasks for a plurilingual learning environment to enhance overall Spanish language ability through spoken and written mediation tasks to be conducted in pairs or groups. A similar approach taken by Hehl and Laaredj-Campbell to improving language learning through mediation tasks involved the use of poetry, with an emphasis on the AoA. Learners’ engagement in formulating personal responses to the poems lead to enhanced proficiency in terms of range and intensity of the language used throughout the tasks.
The last two articles continue to explore mediation this time with a view to developing rating scales in relation to the CEFR/CV mediation scales and the related descriptors. While Berceruelo Pino, Diaz Cobo, Lopez Fernandez, and Romero Rodriguez report on the process of developing a rating scale aligned with the CEFR mediation descriptors for a high stakes proficiency exam in Spain, Harsch, Koval, Delgado-Osorio, and Harting present a study conducted to develop a rating scale adapting the CEFR mediation descriptors for an academic integrated writing assessment with a diagnostic purpose of providing feedback regarding academic preparedness.
This issue consists of examples of good practice in the area of CEFR alignment in line with the principles advocated by Aligning Language Education with the CEFR: A handbook (April, 2022), a product of a joint effort of the British Council, UKALTA, EALTA, and ALTE. The handbook promotes sound practice in CEFR alignment, starting from curriculum linking to linking of assessment tools. The studies following the procedures in the handbook will be shared at a conference in Barcelona on 18-19 October 2024. The conference organizers welcome all practitioners to share their experiences.
Ankara (Türkiye), January 2024
Download CEFR Journal - Volume 6 (issue)
Updated by June 30th, 2024 (MGS)
This article reports on this novel solution for the assignment together with its context and the course design in relation to mediation scales and descriptors. Moreover, an analysis of the self-assessment forms between the student cohorts in 2019 and 2020 allows an insight into the learners’ experiences. The results show that students perceive the assignment as an authentic communication task, which enhances their engagement and autonomy in the learning process.
