The new Companion Volume highlighted Rudi Camerer 19 February 2019 - - PDF document
The new Companion Volume highlighted Rudi Camerer 19 February 2019 AGENDA The CEFR (2001) : Advantages & shortcomings The CEFR-CV (2018) : A new approach The role of Context The disappearance of the Native speaker
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Rudi Camerer
19 February 2019
AGENDA
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The aims and objectives of Council of Europe language policy:
… To equip all Europeans for the challenges of intensified international mobility and closer co-operation not only in education, culture and science but also in trade and industry.
(CEFR p. 3)
Strasbourg 17.05.2018
1971 Council of Europe conference on “Unit Credit System” 1995 First draft of the CEFR published by the Council of Europe 2001 The CEFR published by the Council of Europe 1975 Threshold Level published by the Council of Europe
How did it start?
John Trim
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https://www.coe.int/en/web/common-european-framework-reference-languages/history
40 translations
(January 2019)
First published in English by the Council of Europe (Cambridge University Press 2001).
It has since been translated into
C2 Mastery Proficient User C1 Effective Proficiency B2 Vantage Independent User B1 Threshold A2 Waystage Basic User A1 Breakthrough
How can language competence be defined and measured?
DESCRIPTORS
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Qualtiative Aspects of Spoken Language :
Range, Accuracy, Fluency, Interaction, Coherence
External Context of Use Sustained Monologue Overall Oral Production Addressing Audiences Overall Written Production Reports and Essays Planning Compensating Monitoring and Repair
Listening as a Member of a Live Audience Reading Correspondence
Examples of individual scales
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Revision & new sets of descriptors 2014 - 2017
The project involved …
workshops
4 MACRO-FUNCTIONS
SPEAKING LISTENING WRITING READING
4 DOMAINS
PRIVATE PUBLIC OCCUPATIONAL EDUCATIONAL
2001
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RECEPTION PRODUCTION INTERACTION MEDIATION
political, professional, institutional)
4 DOMAINS
PRIVATE PUBLIC OCCUPATIONAL EDUCATIONAL
4 MACRO-FUNCTIONS
RECEPTION PRODUCTION INTERACTION MEDIATION
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(2001)
A2
Can deal with most transactions likely to arise whilst travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit.. […] Can ask for and provide everyday goods and services. […] Can ask about things and make simple transactions in shops, post offices or banks. Can give and receive information about quantities, numbers, prices, etc. Can make simple purchases by stating what is wanted and asking the price. Can order a meal. […]
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[Devanagari]
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Boroditsky, L. / Schmidt, L. / Philipps, W. (2003). Sex, Syntax, and Semantics. In: Gentner, D. / Goldin-Meadow, S. (ed.) (2003). Language in mind: Advances in the study of language and thought. p. 70.
GERMAN SPANISH
Die Brücke El puente
“beautiful, elegant, fragile, peaceful, pretty, slender” “dangerous, long, strong, sturdy, towering”
Der Schlüssel La llave
“hard, heavy, jagged, metal, serrated” “golden, intricate, little, lovely, shiny, tiny.“
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“This land is mine.” “This land is me.”
Photos: www.aboutpixel.de - firebird; www.istockphoto.com (2x)
A Puerto Rican woman, who had been living for many years in the United States, was visited by her
son (his grandson). When she thanked him for his help, he became angry and felt hurt.
Helen Spencer-Oatey (2008). Culturally Speaking. Culture, Communication and Politeness Theory (2nd ed.) p.46
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is not necessarily so for others.
You cannot NOT communicate.
Information & Content
Identities, Roles, Relationships
1969
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The Presentation of Self in Everyday Life (1956)
The Social Construction of Reality (1966)
Erkenntnis und Interesse (1968)
Knowledge and Human Interests (1972)
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C2
Can employ the full range of phonological features in the target language with a high level of control – including prosodic features such as word and sentence stress, rhythm and intonation – so that the finer points of his/her message are clear and precise. Intelligibility is not affected in any way by features of accent that may be retained from other language(s).
C1
Can employ the full range of phonological features in the target language with sufficient control to ensure intelligibility throughout. Can articulate virtually all the sounds of the target language; some features of accent retained from other language(s) may be noticeable, but they do not affect intelligibility at all.
B2
Can generally use appropriate intonation, place stress correctly and articulate individual sounds clearly; accent tends to be influenced by other language(s) he/she speaks, but has little
B1
Pronunciation is generally intelligible; can approximate intonation and stress at both utterance and word levels. However, accent is usually influenced by other language(s) he/she speaks.
A2
Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for repetition from time to time. A strong influence from other language(s) he/she speaks
A1
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group concerned. Can reproduce correctly a limited range of sounds as well as the stress on simple, familiar words and phrases.
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Core areas
Articulation
including pronunciation of sounds/phonemes;
Prosody
including intonation, rhythm and stress – both word stress and sentence stress – and speech rate / chunking;
Accentedness
accent and deviation from a ‘norm’;
Intelligibility
accessibility of meaning for listeners, covering also the difficulty in understanding (normally referred to as comprehensibility).
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?
Yuping Jia (China)
talks about politeness conventions in Chinese business environments.
Ming Wong (Singapore)
talks about her experience with Westerners when talking to Asians.
having worked for the UN Headquarters in New York for some time, he speaks about the ‘Melting Pot’ idea.
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COMPREHENSIBILITY
context
APPROPRIATENESS
relationship-building
POLITENESS
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“…in Persian, the word ‘compromise’ apparently lacks the positive meaning it has in English of ‘a midway solution both sides can live with,’ but has only a negative meaning as in ‘our integrity was compromised.’ Similarly, the word ‘mediator’ in Persian
suggests ‘meddler’, someone who is barging in uninvited.”
Roger Fisher, William Ury (2010). Getting to Yes.
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https://www.youtube.com/watch?v=aVVQE6-FHOw&t=23s
Brian North: Mediation & Plurilingualism – The CEFR Companion Volume CEBS Sprachenforum International in Bad Hofgastein 23.-25.10.2018
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Linking to Previous Knowledge
21 Mediating a text (Abituraufgabe 2014)
Abitur = Final Secondary-School Examination in Germany [university entrance diploma]
Sample task 3 As you are getting ready for a student exchange with a US- American High School Mr. O’Grady, the teacher in charge, got in touch with you pointing out that at their school considerable safety regulations are in operation inside the school such as cameras, metal detectors and security officers.
dealt with in Germany. You came across the following interview and summarise it for the American teacher in an e-mail. Write a text of about 250 words.
e.g. Bavaria
CONTENT & STRUCTURE:
Task fulfilment, structure, text type, adequacy (e.g. cultural) etc.
LANGUAGE:
Accuracy (grammar, syntax, lexical repertoire etc.)
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a) Thank you. b) I have been trying hard to learn, but
my Chinese is still not good.
c) No, no, my Chinese is very poor.
e.g. Reacting to a compliment
Influence of L1/C1 on pragmatics
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Plurilingual and pluricultural competence Building on pluricultural repertoire Plurilingual comprehension Building on plurilingual repertoire “The aim of language education is … no longer seen as simply to achieve ‘mastery’ of one or two, or even three languages, each taken in isolation, with the ‘ideal native speaker’ as the ultimate
in which all linguistic abilities have a place.” (p. 157)
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