cohesion - European Centre for Modern Languages

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Empirical Validation: check that the results produced by the examination relate to the levels of the CEFR in the way foreseen. Expected contributions of the related ECML projects Addressing the growing needs of its member states, the ECML is supporting several projects that aim at training language professionals in using the CEFR and relating their assessment to the CEFR approach and levels. CEFESTIM will adapt an existing online tool for teachers to use in linking exams to the CEFR. RelEx will develop training materials and train developers of national language examinations to relate the exams to the CEFR (applying procedures proposed by the Council of Europe Manual and using the accompanying tools). ECEP will familiarise teachers with the CEFR and produce a training kit for developing a culture of evaluation. AYLLit will develop material to establish reading and writing levels linked to the CEFR. The European Language Portfolio (ELP) The European Language Portfolio is a document in which those who are learning or have learned any language – whether at school or outside school – can record and reflect on their language learning and cultural experiences. The Portfolio aims to document its holder's plurilingual language proficiency and experiences in other languages in a comprehensive, informative, transparent and reliable way. The instruments contained in the Portfolio help learners to take stock of the levels of competence they have reached in their learning of one or several foreign languages in order to enable them to inform others in a detailed and internationally comparable manner. There are many occasions to present an up-to-date Language Portfolio: for example a transfer to another school, change to a higher educational sector, the beginning of a language course, a meeting with a careers advisor, or an application for a new post. In these cases the Portfolio is addressed to persons involved in making decisions of importance to the owner. A learner may also be interested in having such documentation for him/herself. Expected contributions of the related ECML projects Two projects within the “continuity” strand are devoted specifically to the implementation of the European Language Portfolio. 194
ELP_WSU will focus on the role of the ELP, in particular of self-assessment and self-reflection, in whole-school development processes embracing stakeholders at different levels (students, parents, teachers, head teachers). The aim is to develop complementary information packs on the use and the objectives of the ELP for various stakeholders. ELP_TT2 will disseminate the ELP teacher training kit developed at the ECML within the second medium-term programme. New strategy for multilingualism in the European Union: policies and tools Following the principles well established by the Council of Europe, the promotion of language learning and of individual multilingualism, combined with an emphasis on linguistic diversity has been a corner stone of the EU’s educational policy since the Socrates-Lingua programme promoting language teaching and learning came into force in 1989. The more recent years have seen the promotion of an inclusive language education policy, in support of the learning of all languages, including regional or minority, migrant and major world languages. The learning of languages in the EU is no longer regarded as being beneficial to the individual citizen only, but as being of special value for the achievement of the aims specified within the Lisbon Strategy for economic growth and social cohesion. Improving foreign language learning in the member states was included as a specific objective in “Education and Training 2010”, the education and training component of the Lisbon Strategy (European Commission 2002). Communication in foreign languages was listed as one of the eight key competences for lifelong learning in the European Qualifications Framework (EQF) (European Commission 2006). A Language Passport, adopted from the European Language Portfolio, was integrated in the Europass scheme offering tools for the implementation of the EQF. The Action Plan “Promoting Language Learning and Linguistic Diversity 2004-2006” (European Commission, 2003) put forward several concrete proposals for action at national level leading to a general consensus on basic issues such as the importance of languages as a key competence in a lifelong learning perspective, the need for teaching pupils at least two foreign languages in their initial education, and the necessity of quality language teaching and transparent assessment. Reforms launched or supported by the Action Plan have focused on such areas as: review of the educational system in the light of a lifelong language learning approach; introduction of early language learning; introduction of Content and Language Integrated Learning (CLIL) in curricula; 195
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Languages for social cohesion Langu
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Languages for social cohesion: Lang
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This publication is dedicated to Ga
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10. The achievements of the “D”
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30. Expected contributions of ECML
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Section 4: this part of the publica
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Surmounting the language barrier re
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The ECML Conference 2007 The Confer
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the consultants of the ECML’s 200
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The White Paper should help us to m
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The European Charter for Regional o
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These include the specific contribu
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The European Portfolio for Student
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enjoying the benefits of scientific
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perspective of increasing and maint
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The European Union is founded on
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udget. However, such an attitude is
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GRIN, F. (1996), “The economics o
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Both of these, the broadly social a
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Second, because there are many mult
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Such work, addressing the cognitive
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stated that: “Children perceive a
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Practically, this would mean: wides
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Section 3: The contribution of the
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supporting those who speak them. On
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languages used; that minority langu
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8. The achievements of the “B”
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“identity”, “knowledge of lan
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interested in integrating the use o
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9. The achievements of the “C”
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distinct and separate competences
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Another project, GroupLead, looks i
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to determine if the tasks in the We
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Section 4: External experts’ cont
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one school. For small languages it
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the terms multilingual and multicul
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OTTERUP, T. (2004), “Sweden as mu
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in Gaeltacht areas in the Republic
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The objective here was to determine
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Finally, we hope that in exploring
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However, international evidence sho
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“Watch me grow” appeared in the
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14. Teacher in-service training for
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The background of teachers First th
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as it is not connected to their mai
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Nationality, national identificatio
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language(s) and demonstrate meta-co
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uilding aspect of the learning proc
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ENGESTRÖM, Y. and MIDDLETON, D. (1
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y the CEFR and incorporated a cross
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neighbouring countries have similar
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South African Currency American cur
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Strand C: Professional development
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Le contexte de l'enquête Le questi
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un groupe par ailleurs globalement
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CANDELIER, M. (2005), Cohésion soc
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Deutsch als Fremdsprache - Schnuppe
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Ein umfangreiches Repertoire an Kin
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19. Enhancing the effectiveness of
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comparison/contrast essays can serv
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Group Academic Reading pre-test res
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HAMMANN, L.A. and STEVENS, R.J. (20
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is the partner in charge of the mul
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activities to the maximum, it is ne
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The tools chosen for the course wer
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Illustration 2. Screenshot of Flash
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References BUCKINGHAM SHUN, S., MAR
Page 146 and 147: placements abroad. Deficiencies in
Page 148 and 149: There are information pages under e
Page 150 and 151: CD-Rom: The final version of the CD
Page 153 and 154: 23. Deux sites innovants pour l’a
Page 155 and 156: Results of the 2004-2007 programme
Page 157: on the ELP. CercleS is a partner in
Page 160 and 161: Such a changing world necessitates
Page 163 and 164: 26. Language teaching in a multilin
Page 165: conferences, roundtables and worksh
Page 168 and 169: As a teacher trainer I am particula
Page 171 and 172: 28. Language education in a multili
Page 173 and 174: Section 6: Preview of the 2008-2011
Page 175 and 176: Short description of the projects 1
Page 177 and 178: developing concepts of evaluation w
Page 179 and 180: 30. Expected contributions of ECML
Page 181 and 182: enable teachers to help their pupil
Page 183: vision of an overall concept of lan
Page 186 and 187: Content and language education as a
Page 188 and 189: Content-based teaching + plurilingu
Page 190 and 191: The plurilingualism strand in the E
Page 192 and 193: well as through opportunities to ha
Page 194 and 195: attach particular importance to the
Page 198 and 199: increased offer of languages at sec
Page 201 and 202: Section 7: Biographies of contribut
Page 203 and 204: De Renzis, Laura was born in Naples
Page 205 and 206: Marjut, Johansson is Professor at t
Page 207: Widlok, Beate studied Slavic and Ro
Page 210 and 211: Intercultural competence for profes
Page 213 and 214: Section 9: Projects of the third me
Page 215 and 216: Evaluation Continuity in language l
Page 217 and 218: Plurilingual education A framework
Page 219: Languages for social cohesion Langu
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