Project The CEFTrain Project web site User Manual
Contents
1. from and when and how they were developed It is further divided into Levels C1 C2 Levels B1 B2 Levels Al A2 each of which has a link with a related explanation as shown in Figure 8 llustrativ Figure 8 Where the scales come from Useful hint To exit this sub section click on FAMILIARISATION under this section you can then select How are the descriptors formulated How are the descriptors formulated This sub section as shown in Figure 9 provides information about and definitions for the relevant features of descriptor formulation 1 e Positiveness Definiteness Clarity Brevity and Independence lllustrativ Where d Contexts Figure 9 How the descriptors are formulated Useful hint To exit this sub section click on FAMILIARISATION Under this section you can then select Contexts of use for the CEF 12 Contexts of use for the CEF This sub section as highlighted in Figure 10 provides a graphic presentation of the reasons why the scales reference levels are useful in a series of professional contexts as Training Contexts Scales tf Introduct r a al H H Figure 10 Contexts of use for the CEF scales Useful hint To move on simply click on Scales for multiple purposes in the left hand menu on the same page Scales for multiple purposes The sub section as illustrated in Figure 11 graphically illustrates the comprehens2. Fig 3 SE Figure 3 Highlighted detail of the final three CEF Train sections Information on what you find in these sections as well as how to work through them 1s provided here below GETTING TO KNOW THE CEF The following figure Fig 4 shows you the structure of the GETTING TO KNOW THE CEF section Familiari Training A A A M A Lhnguag Studentt Languag Textbook Testwrit Educatio AS Figure 4 Highlighted detail of the overall Getting to know the CEF section You can click on GETTING TO KNOW THE CEF in the left hand menu or on GETTING TO KNOW THE CEF on the blue header bar banner to start GETTING TO KNOW THE CEF In this section you find the following subsections What is the CEF Approach adopted User groups The CEF document The CEF A historical overview What is the CEF This sub section briefly tells you what the CEF describes and defines It also provides a link to the CEF document Approach adopted Here you find some brief information about the approach to general and communicative language competence which is used in the CEF User groups This sub section provides links to specific information for each of the different groups that use and or refer to the CEF These include Language teachers Student teachers Language learners Textbook writers Test writers Educational planners and administrators The CEF document Important When
3. Scales and then on Next If only one descriptor is highlighted in a green area your choice matched that of CEFTrain Otherwise your choice appears as a second highlighted area Step 5 Go to Specifications 1t gives information on the school sector age group and other task parameters Please note that you can always come back to this page by clicking on Instructions Figure 38 Instructions for Listening Second go to Communicative Activities Select the type of communicative activity area Listening Speaking Reading Writing with which you want to work Select a task in that area Work through the task from beginning to end as instructed e g Fig 39 Figure 39 Screen shot from CEFTrain Training area communicative activities menu You can work through all the communicative activities Samples from the different areas and levels at your own pace As you work through the sample you are asked to complete the task The next step asks you to select what you think is the appropriate level from the list s of relevant scales with which you are presented As you make your selection you get immediate feedback At times you will agree with the CEFTrain team and on other occasions you may differ in your opinion In order to help you understand why the CEFTrain choose a specific scale sometimes Comments are available Figure 40 to inform you how a specific conclusion was reached with
4. of these formata colours and styles is directly linked to the overall structure of the CEFTrain web site These differences are meant to help you to quickly identify the different layers or strata of information which are presented throughout the site This means that when you find a heading of type 1 i e black bold small capitals aligned left as in example 1 PROJECT DESCRIPTION you are working with one of the five main sections of the CEFTrain web site Instead when you find a heading of type 2 i e black bold normal indented one space as in example 2 What is the CEF this tells you that you are working with a subsection of one of the five main sections When the colour of the word changes and you find a heading of type 3 i e brown bold normal indented two spaces as in example 3 Language teachers this shows you that you are in a deeper subsection a sub subsection and are going into more detail on the topic of the subsection As you get into more depth on the topic you find a heading of type 4 i e brown bold normal indented three spaces and underlined as in example 4 Productive activities and strategies You are in the deepest sub level when you find a heading of type 5 i e brown normal indented four spaces as in example 5 Aural reception this is the point where you begin to work with the many specific CEF scales related to the different communicative language skills and competences Here you can beco
5. the CEF scale Listening comprehension Listening comprehension Reading comprehension Reading comprehension Spoken production Spoken production Spoken interaction Spoken interaction written production Written production Council of Europe Figure 32 CEFTrain web site screen shot Reconstruct a scale As a concrete example let us take a look at Listening comprehension In the next step you try to reconstruct a scale Finally you can compare your attempt to the calibrated CEF scale Figs 33a and 33b CEFT rain Project Mozilla Firefox L http dev datafisher com ceftrain index php 267 html File Modifica Visualizza Yai Segnalibri Strumenti Familiarisation a g 5 gt X a xK A E http dev datafisher com ceftrain index php 269 html gt S Vai ce Listening comprehension Ed Come iniziare A Ultime notizie gt Mozilla Italia Ed Forum di aiuto Reconstructascale to C2 have been cut up and jumbled Introductory activities with the scales g k N P This is the scale for overall listening comprehension but its nine level descriptors Reconstruct a scale A1 to C2 have been cut up and jumbled Listening comprehension If you would like to have a look at all the descriptors you need to scroll down the Reading comprehension page Spoken production comprehension _ page Spoken interaction When you move your mouse over one of the coloured balls a box with the
6. 8 nae When you move your mouse on one of the coloured balls a box with the written production descriptor will appear Read the level descriptions carefully and drag the balls into Spoken interaction descriptor will appear Read the level descriptions carefully and drag the balls into the correct order from highest on the left to lowest on the right When you have written production the correct order from highest on the left to lowest on the right When you have finished click on Show solution and you will see how well your solution matches finished click on Show solution and you will see how well your solution matches the original CEF scale If you click on Reset you can do the task again the original CEF scale If you click on Reset you can do the task again Listening If you would like to have a look at all the descriptors you need to scroll down the c2 c1 B2 B2 B4 A2 M c2 c1 B2 B2 B4 A2 Al N Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect including technical discussions in his her field of specialisation Can follow extended speech and complex lines of argument provided the topic is reasonably familiar and the direction of the talk is signposted by explicit markers Show solution Reset Hide solution Reset Can understand the main ideas of propositionally and linguistically Q Can produce simple mainly isolated phras
7. For more information on the European Day of Languages go to lt http www coe int EDL gt To find out about the Council of Europe and its activities in the field of Languages go to lt http www coe int T E Cultural_ Co operation education Languages gt ii Am The CEFTrain team I A ET hopes that you find this amp ee CEFTrain User Manual of use and wishes you success with familiarisation and training in using and applying the CEF This User Manual was written on behalf of the CEFTrain team by Elizabeth Guerin you can e mail any comments or suggestions to elizabeth guerin unifi it Subject CEFTrain Project CEFTrain Manual 28
8. _ aarp Project The CEFTrain Project web site User Manual USN EP i Project CEFTrain SOCRATES Comenius Action 2 1 Education and Culture Training of School Education Staff 2003 2005 Socrates The CEFTrain Project web site User Manual Contents General introduction The CEFTrain Project web site Getting to know the CEF Familiarisation Training area Concluding remarks The CEF Train Project web site User Manual General introduction The overall structure of this User Manual reflects that of the CEFTrain web site as shown in the following tree diagram A plus sign indicates lower level pages Home CEF Train Project Project description Partner institutions Partner Institutions Project Partners Project Evaluators ting to know the CEF What is the CEF Approach adopted User groups The CEF document The CEF 4 historical overview Illustrative scales the core of the CEF Where do the scales come from How are the descriptors formulated Contests of use for the CEF Scales for multiple purposes Introductory activities with the scales Assess your own foreign language competency Reconstruct a scale Introductory assignment Training area Communicative activities Diagram 1 CEFTrain web site structure to the third level As you move through this document you will discover some different formats different colours and different styles Each
9. aining area Communicative Activities These instructions concern all the Figures 37b CEFTrain Training area screen shot Communicative Activities There are a total of forty one communicative activities associated with different levels of Listening 8 Speaking 13 Reading 9 and Writing 11 How to proceed First read the Instructions carefully Here follows an example of the type of Instructions you find This example is for Listening Fig 38 and guides you through the different steps involved in the Training area In each of the communicative activity areas please remember to refer to the specific Instructions as they vary according to the specific reference scales 25 LISTENING These instructions concern all the listening activities Read them carefully and then choose which activity you wish to work on Step 1 Get familiar with the task Read the instructions and listen to the audio video file Step 2 Rate the sample will all the relevant scales that will be shown on the screen First rate the scale on the screen Click on the descriptor you have chosen Click on Select After checking the instant feedback click on Next Use the same procedure to go through the other pre selected scales Step 3 Read comments that justify the CEFTrain ratings if available Step 4 The program keeps track of your answers To compare your own ratings with those of CEFTrain click on
10. ded are to help you visualise where you are in the site in relation to the overall structure of the contents The colours used in the figures are to help you identify related sections and subsections Please remember that they are independent of the colours used in the text of the document and already explained in the Summary introduction on the previous three pages HOME The figure below shows you the main structure of the CEFTrain Project web site Getting t Familiari Training Figure 1 The main structure of the CEFTrain Project web site As you move through this part you find links to the following sections PROJECT DESCRIPTION PARTNER INSTITUTIONS GETTING TO KNOW THE CEF FAMILIARISATION TRAINING AREA Reading Figure 1 from left to right the first two sections mentioned PROJECT DESCRIPTION and PARTNER INSTITUTIONS provide an overview of the CEFTrain Project and those involved in it 1 e CEFTrain Project Partner Institutions CEFTrain Project Partners amp Contributors and CEFTrain Project Evaluators the 4 in the black circle indicates the presence of subsection s Fig 2 petting t Familiari Training Figure 2 Highlighted detail of the CEFTrain Project Partner section GETTING TO KNOW THE CEF The core part of the CEFTrain web site is contained in the remaining three sections GETTING TO KNOW THE CEF FAMILIARISATION TRAINING AREA constitute the actual CEFTrain Project as such
11. e Examinations to CEF a European Language Portfolio ECML Le Completato Useful hint If you open the link to the CoE web site remember to click the return to the CEFTrain web site 10 Illustrative scales The core of the CEF When you click on this link there 1s a short description of the purpose of the CEF This sub section is further divided into The six Common Reference Levels What makes the difference between the levels The six Common Reference Levels Here in Figure 6 you find the description of the six scales which refer to global linguistic competence Introducti giii Where d l Figure 6 Highlighted detail of the overall six Common Reference Levels Useful hint To exit this description click on Illustrative scales and then click on What makes the difference between the levels What makes the difference between the levels Here in Figure 7 are eight links to the descriptors the 6 distinct levels the 2 intra levels A2 B2 which help you to learn more about the distinctive features which characterise each of the levels Figure 7 The difference between the levels Useful hint When you are finished with this sub section and want to move on you can click on Familiarisation Under this section select Where do the scales come from 11 Where do the scales come from This sub section tells you where the scales for the Common Reference Levels in the CEF come
12. ection explains how the Familiarisation and Training area sections help to ensure that we share a common understanding of the CEF s principles and language scales It also provides a link to the Council of Europe s Language Policy Division Strasbourg and information about the work done by the CoE in relation to the fields of Language learning teaching and assessment together with the information and or links to the relevant publications 1 e the Manual Reference Supplement and the ELP respectively Mozilla Firefox File Modifica Visualizza Vai Segnalibri Strumenti 7 lt a hd gt x ke Ml B http www coe int T ZE Cultural_Co operation education Languages Lal Y Oo Vai ca gt b py iare amp Y Ultime notizie P Mozilla Italia P Forum di aiuto Council of Europe anguages Multimedia Intranet Search Contact us About Council of Europe of cultural co operation Language plicy Division Strasbourg gt International Conferent Council of Europe langua e policy The Council of Europe accords spal importance to fostering the linguistic and cultural diversity of its member States Its activities i e field of languages aim to promote plurilingualism and Pluriculturalism among citizens in orderS combat intolerance and xenaphobia by improving nication and mutual understanding B een individuals more Youth a Common European Framework of Reference TOqhanguages a Manual for relating Languag
13. es about people and places Q complex speech on both concrete and abstract topics delivered in a standard dialect including technical discussions in his her field of specialisation Can follow extended speech and complex lines of i ic is rea amilia e direction of Lettura dev datatisher com aa Can reasonably fluently sustain a straightforward description of one of a Figures 33a amp 33b Screen shots from CEFTrain web site Reconstruct a scale Useful hint To move on click on Introductory activities with the scales and then on Introductory assignment 22 Introductory assignment In Figure 34 you find the overall structure for the Introductory assignment In this third activity Introductory assignment you select the level A1 B1 B2 C2 Fig 35a amp 35b at which you want to work as well as the area Listening Reading Speaking Writing lntroduct a a Liste ning Writing Figure 34 Overall structure of the Introductory assignment To continue with the Introductory assignment just follow the instructions as they appear on the web page and make your choices in order to complete the assignment Select Level Figure 35 b Screen shot Communicative activities from Introductory assignment 23 A note to users Dear User Good luck with your try If you get it right then Congratulations If you get it wrong Don t worry that s why this Traini
14. gies and then on Visual reception Visual reception with links to the five different specific scales for Visual reception Reading as shown in Figure 18 Figure 18 Highlighted detail of links related to CEF scales for Visual reception Reading Useful hint To move on click on Receptive strategies and then on Audiovisual reception Audiovisual reception with a link to the specific scale for Audiovisual reception Watching TV film as in Figure 19 16 Figure 19 Highlighted detail of link to CEF scale for Audiovisual reception Reception strategies with a link to the specific scale for Reception strategies 1 e Identifying Cues amp Inferring Spoken and Written as shown in Figure 20 Figure 20 Highlighted detail of link to CEF scale for Reception strategies Useful hint To move on click on Communicative language activities and strategies in the left hand menu Then click on Interactive activities and strategies Interactive activities and strategies This sub section as seen in Figure 21 graphically presents the three different elements involved Spoken interaction Written interaction Interaction strategies Figure 21 Highlighted detail of subsection on Interactive activities amp strategies 17 Spoken interaction with links to the nine different specific scales for Spoken interaction as in Figure 22 SFP F Figure 22 Highlighted de
15. gt i By R A E httg Adex datafisher com ceftrain index php 190 tral F Wal fel Sam ke mha ham gage Biden a7 8 Listening Reading Spoken Interaction Spoken Production Writing have no difficulty in understanding any kind of spoken language whether live or broadcast even when delivered at fast native speed provided have some time to get familiar with the accent can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly can understand television programmes and films without too much effort can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar can understand most TV news and current affairs programmes can understand the majority of films in standard dialect can Understand the main points of clear standard speech on familiar matters ragu larly encountered in work school leisure etc can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear can understand phrases and the highest frequency vocabulary re lated to areas of most immediate personal relevance e g very basic personal and family information shopping local area employ ment can catch the main paint in short clear simple messages and announcements recognise familiar word
16. in the CEFTrain Project CEP level assigned by CEPT ram project A2 Figure 40 Detail of screen shot from a sample Comments section of the Training area 26 The detailed information or specifications related to the individual communicative activities are found under Specifications as shown in Figure 41 a a Task Specification pee Personal House and home Location of own home ength Text source Authenticity Genuine interpersonal dialogues and conversations Mostly simple sentences Vocabulary Mostly simple words Text speed Normal Accent Standard u I D C L N C H As many times as required to complete the task Selected response multiple choice Recognise and retneve explicit detail Co Classroom activity intended for use with learners at Target group age 16 Figure 41 Unnamed sample of Specifications from a communicative activity omain Topic and ontent JO arity of articulation Normally articulated ow often played ntext of use Depending on the communicative activity type with which you are working you may find a profile for what you submit when you select from the different scales An example from a Speaking communicative activity is provided in Figure 42 speaking_1_swf Oggetto application x shockwave flash Mozilla Firefox Figure 42 A sample profile created while working with a Speaking communicative activity In the example ab
17. iniziare i Ultime notizie i Mola Italia Forum di siuto If you are in a sub section and want to get out i click on the or new section button in the blue header bar banner PE x CEFTrain Projec CEFTrain Common European Framework of Refgrence for Languages in Teacher Training Getting to know the CEF Language teachers User groups Language teachers The CEF provides basic concepts for your work by giving insights into gt Student teachers e Language learners what language proficiency is Textbook writers Ch 5 The userlearners competences Test writers e how languages are used Educational planners and Ch 4 Language use and the language user learner administrators e how languages are learnt Ch 6 Language learning and teaching principles for planning teaching Ch Tasks and their role in language teaching amp Ch 8 Linguistic diversification and the curriculurn principles for assessing learning outcomes Ch 9 Assessment Completata 2 or ii click on the InternetC back button in the upper left hand corner of the screen i CEF Tram Project Mozilla Firefox Sie MGsiica Vieusieea Va Semeibi S QI kan Corfe iniziare E Ultime notizie Mozilla Ital nn tho na e E Oy if ob Pe Te air T Bn E The CEFTrain Project web site What follows is an illustrated walk through of the CEFTrain Project web site The figures inclu
18. iveness of the CEF and the interaction of the different elements of language use and learning in the CEF This sub section also contains Communicative language activities and strategies Communicative language competences Contexts Scales t Introduct Figure 11 Highlighted detail of links to subsection Scales for multiple purposes Communicative language activities and strategies This sub section as can be seen from the above figure and from the illustration on the web page 1s further divided into Productive activities and strategies Receptive activities and strategies Interactive activities and strategies 13 Each of these three subsections contains a series of links to the related CEF tables containing the relative information As can be seen from Figure 12 Productive activities and strategies in turn is further divided into Oral production Written production Production strategies Figure 12 Highlighted detail of links to CEF scales for Productive activities amp strategies Oral production with links to the five different specific scales for oral production as shown in Figure 13 EEE Figure 13 Highlighted detail of links to CEF scales related to Oral production Useful hint Use the Internet back button to return to the last mentioned sub section level to move on click on Productive activities and strategies and then on Written production Written productio
19. me familiar with using the scales To summarise the above the overall visual structure of this written document looks like this PROJECT DESCRIPTION What is the CEF Language teachers Productive activities and strategies Aural reception Following Familiarisation with the CEF scales you find the Training area which is the final section This provides the opportunity for you to practice using and applying the scales in different contexts Throughout this document all useful hints are provided in the following manner so as to be quickly identified even in a print out To conclude this brief Introduction here are some general hints which can help you save time while you work General hints 1 Use the blue header bar banner to access the different sections Getting to know the CEF Educational planners and User groups Language teachers The CEF helps you to draw up cur Student teachers offering insights into gt Language learners Textbook writers what needs to be learned Test writers Ch 4 Language use and t Educational planners usenlearners competences and administrators e planning language educatio Ch o Linguistic diversificat Refer to theleft hand men on the web page to access the different sub sections 2 Fle Modifica Visualizza Val Segnalibri lt lt a E gt E x My Li hf dev datafisher com cefifain index php 171 html Vai ich gt Come
20. n with links to the three different specific scales for written production as shown in Figure 14 14 Figure 14 Highlighted detail of links to CEF scales related to Written production Useful hint Use the Internet back button to return to the last mentioned sub section level to move on click on Productive activities and strategies and then on Production strategies Production strategies with links to the three different specific scales for Production strategies as shown in Figure 15 1 e Planning Compensating Monitoring and Repair Figure 15 Highlighted detail of links to CEF scales related to Production strategies Useful hint To move on click on Communicative language activities strategies in the left hand menu Then click on Receptive activities strategies Receptive activities and strategies This sub section as shown in Figure 16 graphically presents the different elements involved and is further divided into Aural reception Visual reception Audiovisual reception Reception strategies 15 Figure 16 Highlighted detail of links to CEF scales for Receptive activities amp strategies Aural reception with links to the five different specific scales for Aural reception Listening as in Figure 17 Figure 17 Highlighted detail of links related to CEF scales for Aural reception Listening Useful hint To move on click on Receptive strate
21. ng Module exists It s to help you get familiar with the scales and feel confident about what they mean and how to use them Remember Practice makes perfect The scales are sometimes quite complex and we all need to check our knowledge of them as well as our familiarity with them It s not easy at first but it helps us to really understand them So persevere and Good Luck Best regards The CEF Train team To summarise thus far the following figure Fig 36 is a compact summary of the first four sections of the CEFTrain Project excluding the Training area which appears in the next section v Be Getting t Familiari Training v vw Where d Contexts Scales f Introduct ww ww 3 Saw ommu Introduct a v Ww Ww Figure 36 Compact summary of sections 1 4 of the CEFTrain web site When you are finished with this section and want to move on you can click on TRAINING AREA on the blue header bar banner to go to the training section 24 TRAINING AREA The approach used in this section is similar to the previous section In the Training area you find the Instructions for each type of communicative activity Listening Speaking Reading Writing together with the actual activities Communicative Activities Here in Figures 37a amp 37b is the overall structure of this section Getting t Familiari v Training area Tr
22. ove you can see a straight C1 profile however remember that not all profiles have such a linear pattern Do not be afraid to select different levels to create a profile take another look at the linguistic profile generated on page 21 It takes quite some time to work your way through this Training area The more familiar you become with the CEF scales the more confidently you will be able to able them to the performances that are presented in this module and in your own professional context Remember it takes a lot of hard work to become really familiar with the scales There is no quick and easy solution but Practice makes perfect 27 Concluding remarks and some more reference materials and suggestions Ch It is worth pointing out to Users that in the samples found in the Training area the object of validation is the sample performance The sample per se is related to a particular level in this sense things such as Learner background previous training practice opportunities etc become irrelevant variables What is imperitive is as Oscarson states that lt level performances must in principle be the same irrespective of age category involved That is an Al performance by a Primary school pupil must exhibit the same characteristics be the same level etc as an Al performance by an Adult learner Further useful suggestions on how to practice and become more familiar with
23. s and very basic phrases M A A OTTE ali Figure 30 CEF Train web site screen shot Assess your own foreign language proficiency You are asked to assess your own foreign language proficiency for a language of your choice preferably a second or third foreign language by going through the scales for each of the five communicative activities to generate your linguistic profile in that language see Figure 31 below CEF Train Project Mozilla Firefox File Modifica Yisualizza Vai Segnalibri Strumenti a F gt a amp Xx A http 4 dev datafisher com ceftrain index php 190 html Vai lia SP Come iniziare N Ultime notizie P Mozilla Italia Forum di aiuto ry s Profile Lettura dev datafisher com Figure 31 Example of a linguistic profile generated in the CEFTrain module 21 Useful hint To move on click on Reconstruct a scale Reconstruct a scale In Activity 2 Reconstruct a scale you are asked to select one of the five language activities as shown in Figure 32 below http dey datafisher com ceftrain index php 191 html i Vai ict MSR CEFTrain Project CEFTrain Common European Framework of Reference for Languages in Teacher Training gt gt Familiarisation ae Reconstruct a scale Introductory activities with the scales Choose a communicative activity and try to reconstruct a scale You can Reconstruct a scale compare your attempt to
24. tail of links to CEF scales for Spoken interaction Useful hint To move on click on Interactive activities and strategies and then on Written interaction Written interaction with links to the three different specific scales for Written interaction as in Figure 23 Figure 23 Highlighted detail of links to CEF scales for Written interaction Useful hint To move on click on Interactive activities and strategies and then on Interaction strategies Interaction strategies with links to the three different specific scales related to Interaction strategies as seen in Figure 24 Figure 24 Highlighted detail of links to CEF scales for Interaction strategies 18 Useful hint To go to the scales related to language competence click on Scales for multiple purposes and then on Communicative language competences Communicative language competences This sub section as shown in Figure 25 graphically presents the three different elements involved Linguistic competences Sociolinguistic competence Pragmatic competences Figure 25 Highlighted detail of subsection on Communicative language competence Linguistic competences with links to the six different specific scales for Linguistic competences as seen in Figure 26 Lj Figure 26 Highlighted detail of links to CEF scales for Linguistic competences Useful hint To move on click on Communica
25. the scales can be found together with useful information related to the ELP in of the following publication The European Language Portfolio A Guide for Teachers and Teacher Trainers by David Little and Radka Perclova Ch 3 Understanding and using the common reference levels and descriptors Council of Europe Council for Cultural Cooperation Education Committee Modern Languages Division Strasbourg September 2000 DGIV EDU LANG 2000 For those of you who want to learn about your strengths and weaknesses in a foreign language and find out what level you are at we suggest you become familiar with DIALANG lt http www dialang org gt where you can have your language skills and knowledge assessed and recognised outside formal qualification systems To become familiar with bench marked evaluation in the area of Language Testing and Assessment refer to the Manual for Relating Examinations to the Common European Framework at lt http www coe int T E Cultural 5FCo 2Doperation education Languages Language 5FPolicy Manual gt To find out more about the European Association for Language Testing and Assessment EALTA please go to lt http www ealta eu org index htm gt For more information as regards better transparency of qualifications and skills as promoted through EUROPASS check out the EUROPA Education and Training website at lt http europa eu int comm education programmes europass index_en html gt
26. tive language competence and then on Sociolinguistic competence Sociolinguistic competence with a link to the specific scale for Sociolinguistic competence as shown in Figure 27 19 Figure 27 Highlighted detail of link to CEF scale for Sociolinguistic competence Useful hint To move on click on Communicative language competence and then on Pragmatic competences Pragmatic competences with links to the six different specific scales for Pragmatic competences as seen in Figure 28 Figure 28 Highlighted detail of links to CEF scales for Pragmatic competences Useful hint To move on click on Familiarisation next click on Introductory activities with the scales Introductory activities with the scales This sub section as shown in Figure 29 helps you to get more familiar with the scales by getting you to do three activities Assess your own foreign language proficiency Reconstruct a scale Introductory assignment Assessment of task and performance level SS y Introduct r Figure 29 Highlighted detail of subsection on Introductory activities with the scales 20 Assess your own foreign language proficiency As you can see from Figure 30 in Activity 1 Assess your own foreign language proficiency you have the CEF self assessment scales for the five communicative activities Listening Reading Spoken Interaction Spoken Production and Writing a sd E
27. you click on this sub section you open a new web page This is the Council of Europe s CoE web page with links and information on the CoE s publications including the Common European Framework of Reference for Languages Here you can access and or download the CEF document Other information and links are included on this web page N B To exit this web page close the web page from the top right hand corner of your screen by clicking the x This brings you back to the CEF Train Project web site The CEF A historical overview In this sub section you find some information on how the CEF document developed from its initial stages 1971 to what we have today Useful hint To move to the next section go to the blue header bar banner and click on Familiarisation FAMILIARISATION Figure 5 below shows you the overall structure of the Familiarisation section with some subsections exploded wv ba Getting t Familiari Training gt d a al Introduct vr Fl nu Introduct wr vr wr Figure 5 Highlighted detail of the overall Familiarisation section As you move through this section you find links to the following subsections Introduction Illustrative scales the core of the CEF Where do the scales come from How are the descriptors formulated Contexts of use for the CEF Scales for multiple purposes Introductory activities with the scales Introduction This sub s
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