About "Pathways"

“Pathways” - guide and kit - aims at supporting ownership and contextualization of the Common European Framework of the Reference for Languages (CEFR). The guide provides a user-friendly tool for accessing the ‘nitty gritty’ of the CEFR. The kit assists teacher educators in devising training paths for understanding the principles of the CEFR and for envisaging links with classroom practice.

About "Pathways"

“Pathways” - guide and kit - aims at supporting ownership and contextualization of the Common European Framework of the Reference for Languages (CEFR). The guide provides a user-friendly tool for accessing the ‘nitty gritty’ of the CEFR. The kit assists teacher educators in devising training paths for understanding the principles of the CEFR and for envisaging links with classroom practice.

What is its added value?

  • The guide helps practitioners to reflect upon their teaching and assessment practice in the light of the fundamental concepts of the CEFR;
  • The kit promotes a reflective attitude among practitioners.

Chapters of the book

Foreword

  1. What is this guide? What is this kit?
  2. Who and what are the guide and the kit for?
  3. What do the guide and the kit offer?
  4. What is the guide not intended to be?
  5. What is the kit not intended to be?

Part 1 – A guide

Introduction – setting the context

I. Reflexivity: an attitude leading to autonomy

  1. Restrictions and liberties: choices that teachers face
  2. From general cases to specific contexts
  3. Languages between individual and social dimensions
  4. The learner and strategies
  5. Partial competences, dynamic development
  6. Error is neither a “mistake” … nor a sin
  7. Teaching – A profession that requires learning

II. Living (with) languages

  1. Social coexistence and social agents in plurilingual contexts
  2. Recognising the fundamental role of language teachers: a reversal of perspectives and the end of prescriptive pedagogy
  3. Teaching and learning activities: a conceptualisation of freedom through practical adaptation
  4. Developing and mastering language competences

III. Becoming more competent

  1. General competences from an intercultural perspective
  2. Communicative language competence from an action-oriented perspective
  3. Tasks: a means for communicating
  4. Task conditions and constraints: a challenge to communication?
  5. Intercultural awareness: a competence in the future tense

IV. Assessment

  1. Assessment: use and implications
  2. Many descriptors: for what?
  3. The question of scoring or marking
  4. Plurality of types of assessments
  5. Distinguishing competence and action
  6. Assessment: a question of timing?
  7. The issue of objectivity in assessment
  8. Assessing: actors, modalities, reasons
  9. Three tables and a branching approach

V. Conclusion

  • Mind map index
  • Examples of scenarios

ECEP – Examples of possible teacher education scenarios

  • Curriculum objectives and domains and strategies. Report of an experience and suggestion for a possible use
    Anna Czura, PhD, Institute of English Studies; University of Wrocław
  • Professional Development and Reflexivity (worksheet B) Report of an experience and suggestion for a possible use
    Jane Jones, PhD, Head of MFL Teacher Education, King's College, London

Samples of worksheets

  • Worksheet A: Sociolinguistic competence
  • Worksheet B: Sociolinguistic competence
  • Worksheet A: Assessment: actors, modalities and reasons
  • Worksheet B: Assessment: actors, modalities and reasons

Part 2 – A kit

  • Introduction to the kit
  • Worksheets (Resources on the CD-Rom)

 Download the guide here

 View the online version of the training kit

What is its added value?

  • The guide helps practitioners to reflect upon their teaching and assessment practice in the light of the fundamental concepts of the CEFR;
  • The kit promotes a reflective attitude among practitioners.

Chapters of the book

Foreword

  1. What is this guide? What is this kit?
  2. Who and what are the guide and the kit for?
  3. What do the guide and the kit offer?
  4. What is the guide not intended to be?
  5. What is the kit not intended to be?

Part 1 – A guide

Introduction – setting the context

I. Reflexivity: an attitude leading to autonomy

  1. Restrictions and liberties: choices that teachers face
  2. From general cases to specific contexts
  3. Languages between individual and social dimensions
  4. The learner and strategies
  5. Partial competences, dynamic development
  6. Error is neither a “mistake” … nor a sin
  7. Teaching – A profession that requires learning

II. Living (with) languages

  1. Social coexistence and social agents in plurilingual contexts
  2. Recognising the fundamental role of language teachers: a reversal of perspectives and the end of prescriptive pedagogy
  3. Teaching and learning activities: a conceptualisation of freedom through practical adaptation
  4. Developing and mastering language competences

III. Becoming more competent

  1. General competences from an intercultural perspective
  2. Communicative language competence from an action-oriented perspective
  3. Tasks: a means for communicating
  4. Task conditions and constraints: a challenge to communication?
  5. Intercultural awareness: a competence in the future tense

IV. Assessment

  1. Assessment: use and implications
  2. Many descriptors: for what?
  3. The question of scoring or marking
  4. Plurality of types of assessments
  5. Distinguishing competence and action
  6. Assessment: a question of timing?
  7. The issue of objectivity in assessment
  8. Assessing: actors, modalities, reasons
  9. Three tables and a branching approach

V. Conclusion

  • Mind map index
  • Examples of scenarios

ECEP – Examples of possible teacher education scenarios

  • Curriculum objectives and domains and strategies. Report of an experience and suggestion for a possible use
    Anna Czura, PhD, Institute of English Studies; University of Wrocław
  • Professional Development and Reflexivity (worksheet B) Report of an experience and suggestion for a possible use
    Jane Jones, PhD, Head of MFL Teacher Education, King's College, London

Samples of worksheets

  • Worksheet A: Sociolinguistic competence
  • Worksheet B: Sociolinguistic competence
  • Worksheet A: Assessment: actors, modalities and reasons
  • Worksheet B: Assessment: actors, modalities and reasons

Part 2 – A kit

  • Introduction to the kit
  • Worksheets (Resources on the CD-Rom)

 Download the guide here

 View the online version of the training kit

  Search

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