Presentation Calendar

Beginning of classes (Master in Second Language Teaching and Learning)

Classes will start on January 8 at 17:45

Tools from the Handbook

Aligning Language Education with the CEFR: A Handbook (Page 44)

Illustrative tasks from the Council of Europe (Listening and Reading Comprehension)

https://www.coe.int/en/web/common-european-framework-reference-languages/using-illustrative-tasks

Principio de clases Máster Secundaria

Las clases del módulo sobre el MCERL en el Máster de Secundaria empiezan el Martes 5 de Diciembre a las 15:45

Aligning Language Education with the CEFR: A Handbook

Aligning Language Education with the CEFR: A Handbook

Learning Oriented Assessment

"The term Learning Oriented Assessment is one of several which have been used in recent years with a similar purpose in mind: to carve out a place for a form of assessment with different priorities and values from those of traditional assessment, with its focus on reliability and validity. Like the classroom-based assessment movement in the US, or the Assessment Reform Group’s promotion of formative assessment or Assessment for Learning in the UK, LOA proposes a form of assessment whose primary purpose is to promote learning"

https://www.cambridgeenglish.org/english-research-group/fitness-for-purpose/loa/

Video

Friday 20, 13:30, "Integrating Action Research with the CEFR", CRELLA (Centre for Research in English Language Learning and Assessment) at the University of Bedfordshire

Integrating Action Research with the CEFR, January 20, 13:30

Aligning language education with the CEFR

An updated version of the Manual for Relating Language Examinations to the CEFR (Council of Europe, 2009) taking account of the CEFR CV, and focusing on more than testing and assessment: http://www.ealta.eu.org/documents/resources/CEFR%20alignment%20handbook.pdf There are also some editable forms at https://www.ealta.eu.org/ (under "News")

¿Tienen futuro los programas de educación bilingüe? (Azucena Gozalo)

Dyle (Dirección y Liderazgo Educativo), nº 13, Marzo 2022, pp. 4-7

BBC Teacher's Room (Courtesy of Mara)

 https://www.youtube.com/playlist?list=PL-FUdu3UxwCDlcejZbAvdnnngs-5R531K

EALTA Webinar (Writing)

https://www.iatefl.org/events/297

Beginning of classes

 Classes start on Jan 10 at 17:45

Ted Talk on NGSL and NAWL word lists

 https://www.youtube.com/watch?v=Wg4_7ygQ11A&ab_channel=TEDxTalks

The pandemic has prompted questions about high-stakes exams

 https://www.economist.com/international/2020/11/25/the-pandemic-has-prompted-questions-about-high-stakes-exams

Brian North's lecture about the Companion Volume

 

Oxford 3000/5000

This is a project developed by Oxford University Press to select the most important English words to learn at each different level. It looks quite similar to the English Profile:
- Position paper
- The Website

Language Assessment in the Classroom, a free online course for teachers (British Council)

https://www.futurelearn.com/courses/language-assessment

CEFR Symposium

The CEFR: a road map for future research and development

Beginning of classes

Classes begin on Jan 8at 15:45. 

El "Volumen de Acompañamiento" y la Mediación

https://fernandotrujillo.es/mediacion-y-translinguismo-en-el-aula-de-idiomas/?fbclid=IwAR1HvSSxiJtH97IZ3Z6osSdvntltw6YuguVGwvgD96datBs2ol65O0kscng

Criticising the Core Inventory (Scott Thornbury)

https://scottthornbury.wordpress.com/2011/02/06/c-is-for-core-inventory/

Opinions about Language Assessment (Jang's chapter 5)

https://drive.google.com/file/d/19oFklDBRWRl5k41Lxrn5fcgQ8-Z8AX3W/view?usp=sharing

Chapters from Hughes’ Testing for Language Teachers (2018-2019)

Nov 7

8. Common Test Techniques: Tania

9. Testing Writing: Laura G. and Mario

10. Testing Oral Abilities: Elisabet and Alicia

11. Testing Reading: Paula

Nov 8

12. Testing Listening: Claudia

13. Testing Grammar and Vocabulary: Daniel

14. Testing Overall Ability: Lara

15. Tests for Young Learners: Laura M. and María

Líneas de investigación TFM/ MA Thesis Research Lines

• Aplicaciones prácticas del marco de referencia: utilización del Portfolio Europeo de las Lenguas, desarrollo de actividades complementarias al Portfolio Europeo de las Lenguas, utilización de Dialang 
• Utilización de portfolios docentes en la enseñanza de idiomas 
• Autoevaluación y evaluación de idiomas 
• El componente cultural en la enseñanza de idiomas 

European and American Frameworks

https://www.actfl.org/sites/default/files/reports/Assigning_CEFR_Ratings_To_ACTFL_Assessments.pdf

The pros and cons of standardized testing

https://ed.ted.com/lessons/should-we-get-rid-of-standardized-testing-arlo-kempf

Companion Volume with new descriptors

https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989

Bank of supplementary descriptors

http://www.coe.int/en/web/common-european-framework-reference-languages/bank-of-supplementary-descriptors

The New Extended Version of the CEFR illustrative descriptors

The Council of Europe is working on an extended version of the CEFR illustrative descriptors. The University of Cantabria is involved in the validation of these new descriptors, and a team of teachers from Cantabria is taking part in different surveys and trials. You can have a look at the new proposed descriptors here:

https://mycloud.coe.int/index.php/s/VLAnKuMxDDsHK03

Why your students have problems with Listening Comprehension

https://www.usingenglish.com/articles/why-your-students-have-problems-with-listening-comprehension.html

Automated L2 Speaking Tests

Versant

Speech Rater

Some criticism: https://www.quora.com/What-are-some-easy-tips-to-crack-a-Versant-test

Strengths of Non-Native Teachers

https://teflequityadvocates.com/2015/06/17/the-strengths-of-non-native-english-speaking-teachers-an-infographic-by-adam-simpson/

Writing Tasks from the Council of Europe

https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045a0cf

Learning strategies

http://blog.ted.com/how-to-learn-a-new-language-7-secrets-from-ted-translators/

Citation Guidelines

http://www.buc.unican.es/sites/default/files/tutoriales/citar/PAG0.html

https://owl.english.purdue.edu/owl/resource/560/01/

Chapters from Hughes’ Testing for Language Teachers

Chapters from Hughes’ Testing for Language Teachers

2016-2017

8. Common Test techniques:
9. Testing Writing: Idoia, Marta. 
http://www.slideshare.net/MartaRibas5/testing-writing-69497734
10. Testing Oral Abilities: Paula, Ángela
http://es.slideshare.net/angelamartinezrebolledo/testing-oral-ability-ppt
11. Testing Reading: Lucía
http://www.slideshare.net/LucaRubioRubio/testing-reading-69568193
12. Testing Listening: Lorena
https://www.dropbox.com/s/rz3tadk68oorf11/Testing%20Listening.pptx?dl=0
13. Testing Grammar and Vocabulary: Clara, Cristina
https://www.slideshare.net/secret/ym8ad1ih4HhOY2
14. Testing Overall Ability: Jefferson
http://es.slideshare.net/JeffersonYactayo/testing-overall-ability-presentation-jefferson-yactayo
15. Tests for Young Learners: 


2015-2016

8. Common Test techniques: Nerea, Nina:
 http://www.slideshare.net/NinaCarral/test-techniques-nina-gammbarte-y-nerea-gonzlez
9. Testing Writing: Sara Gómez, Laura Abascal, Marta Prieto: 
http://www.slideshare.net/caetuca90/prezi-assessment 
10. Testing Oral Abilities: Andrea, Cristina Molino: http://www.slideshare.net/CristinaMolinoFdez/testing-oral-ability-54749447
11. Testing Reading: Natalia, Miriam, Sara Falagán
  https://prezi.com/gupnixyg-bcf/testing/
12. Testing Listening: Mario, Luis,
 https://prezi.com/p65c_yea4noj/idea-1/?utm_campaign=share&utm_medium=copy
13. Testing Grammar and Vocabulary:  Cristina Gordaliza, Noemí, Elena González
.https://drive.google.com/file/d/0B_1N628UXtl2bklQTXVkVkpNMGM/view?ts=5645d092
14. Testing Overall Ability:  Laura Revuelta, Elena de las Heras, Isabel
 https://www.dropbox.com/s/3ur7boct8e0wouf/Presentaci%C3%B3n1.pptx?dl=0
15. Tests for Young Learners: Sonia, Pilar, Patricia
 http://www.slideshare.net/prg09/test-for-young-leaners

NEW DESCRIPTORS FOR MEDIATION (CEFR)

Experts from the Council of Europe are working on new descriptors for mediation (including intercultural mediation). If you want to take part in the survey, or just take a look at the way descriptors are developed, you can follow the link:

https://www.surveymonkey.com/r/CEFR_MEDIATION_SET_21

C1 EOIs Catalonia

http://ensenyament.gencat.cat/web/.content/home/serveis_tramits/proves/ensenyaments_idiomes/convocat_ordinaria_idiomes/mostres_proves/angles/arxius/mostra_angles_c1_instruccions.pdf

http://ensenyament.gencat.cat/ca/serveis_i_tramits/proves/proves_lliures_obtencio_titols/convocat_ordinaria_idiomes/mostres_proves/angles

http://ensenyament.gencat.cat/web/.content/home/serveis_tramits/proves/ensenyaments_idiomes/convocat_ordinaria_idiomes/mostres_proves/angles/arxius/mostra_angles_c1_instruccions_prova_oral.pdf

EPOSTL Descriptors

SUBCATEGORIES AND EXAMPLES OF DESCRIPTORS (EPOSTL)

1. Context

1.        Curriculum

g. I can understand the requirements set in national and local curricula.

*

2.        Aims and Needs 

m. I can take into account differing motivations for learning another language.

*

3.        The Role of the Language Teacher

b. I can critically assess my teaching in relation to theoretical principles.

*

4.        Institutional Resources and Constraints

d.       I can recognize the organizational constraints and resource limitations existent at my school and adapt my teaching accordingly.

*

2. Methodology

5.        Speaking/Spoken Interaction

w.  I can create a supportive atmosphere that invites learners to take part in speaking activities.

*

6.        Writing/Written Interaction

e. I can evaluate and select meaningful activities to encourage learners to develop their creative potential.

*

7.        Listening

k. I can help learners to apply strategies to cope with typical aspects of spoken language (background noise, redundancy etc.).

*

8.        Reading

f. I can recommend books appropriate to the needs, interests and language level of the learners.

*

9.        Grammar

h. I can deal with questions learners may ask about grammar and, if necessary, refer to appropriate grammar reference books.

*

10.     Vocabulary

c. I can evaluate and select a variety of activities which help learners to learn vocabulary.

*

11.     Culture

a. I can evaluate and select texts, source materials and activities to make the learners aware of stereotyped views and challenge these.

*

3.  Lesson planning

12.     Identification of Learning Objectives

j. I can set objectives which challenge learners to reach their full potential.

*

13.     Lesson Content

l. I can plan activities which link grammar and vocabulary with communication.

*

14.     Lesson Organization

s. I can select from and plan a variety of organizational forms (frontal, individual, pair, group work) as appropriate.

*

4. Conducting a Lesson

15.     Using Lesson Plans

t. I can adjust my time schedule when unforeseen situations occur.

*

16.     Content

n. I can relate what I teach to current events in local and international contexts.

*

17.     Interaction with Learners

o. I can encourage learner participation whenever possible.

*

18.     Classroom Management

bb. I can take on different roles according to the needs of the learners and requirements of the activity (resource person, mediator, supervisor etc.).

*

19.     Classroom Language

q. I can use the target language as metalanguage.

*

5. Independent learning

20.     Learner Autonomy

i. I can guide and assist learners in setting their own aims and objectives and in planning their own learning.

*

21.     Homework

v. I can evaluate and select tasks most suited to be carried out by learners at home.

*

22.     Projects

aa. I can plan and manage project work according to relevant aims and objectives.

*

23.     Portfolios

cc. I can supervise and give constructive feedback on portfolio work.

*

24.     Virtual Learning Environments

z. I can use various ICT resources (email, web sites, computer programmes etc.).

*

25.     Extra-curricular Activities

ee. I can set aims and objectives for school trips, exchanges and international cooperation programmes.

*

F.       Assessment

26.     Designing Assessment Tools

p. I can evaluate and select valid assessment procedures (tests, portfolios, self-assessment etc.) appropriate to learning aims and objectives.

*

27.     Evaluation

ff. I can identify strengths and areas for improvement in a learner’s performance.

*

28.     Self- and Peer Assessment

x. I can help learners to use the European Language Portfolio.

*

29.     Language Performance

r. I can assess a learner’s ability to produce a written text according to criteria such as content, range, accuracy, cohesion and coherence etc.

*

30.     Culture

dd. I can assess the learner’s ability to respond and act appropriately in encounters with the target language culture

*

31.     Error analysis

y. I can analyse learners’ errors and identify the processes that may cause them.

*

7. Resources

32.     Resources

u. I can identify and evaluate a range of coursebooks/materials appropriate for the age, interests and the language level of the learners.

*

English Vocabulary Profile

What is the English Vocabulary Profile?

The EVP shows, in both British and American English, which words and phrases learners around the world know at each level - A1 to C2 - of the CEFR. Rather than providing a syllabus of the vocabulary that learners should know, the EVP project verifies what they do know at each level. CEFR levels are assigned not just to the words themselves, but to each individual meaning of these words. So, for instance, the word degree is assigned level A2 for the sense TEMPERATURE, B1 for QUALIFICATION, B2 for AMOUNT and C2 for the phrase a/some degree of (sth). The capitalized guidewords help the user to navigate longer entries, and phrases are listed separately within an entry.

http://vocabulary.englishprofile.org/staticfiles/about.html

Username: englishprofile

Password: vocabulary

Another example with the word BANK

Advantages of the the Non-Native Teacher

http://www.elconfidencial.com/alma-corazon-vida/2014-10-26/por-que-un-espanol-puede-ser-mejor-profesor-de-ingles-que-un-nativo_407013/http://www.elconfidencial.com/alma-corazon-vida/2014-10-26/por-que-un-espanol-puede-ser-mejor-profesor-de-ingles-que-un-nativo_407013/

Maps and languages

http://www.vox.com/2014/11/17/7082317/language-maps-charts

English in Europe