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Questions and Answers
What does the Common European Framework of Reference for Languages primarily address?
What does the Common European Framework of Reference for Languages primarily address?
The Threshold Level is a concept that precedes the Common European Framework of Reference for Languages.
The Threshold Level is a concept that precedes the Common European Framework of Reference for Languages.
True (A)
What is the primary purpose of a functional approach in syllabus design?
What is the primary purpose of a functional approach in syllabus design?
To prioritize practical language use and communicative effectiveness.
The __________ is utilized to compare language exams across different countries.
The __________ is utilized to compare language exams across different countries.
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Match the following language levels with their corresponding descriptions:
Match the following language levels with their corresponding descriptions:
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Which of the following methods does the Common European Framework advocate for language teaching?
Which of the following methods does the Common European Framework advocate for language teaching?
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The Common European Framework allows for language learning goals to be adapted for different contexts.
The Common European Framework allows for language learning goals to be adapted for different contexts.
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What kind of influence does the Common European Framework seek to impact language education?
What kind of influence does the Common European Framework seek to impact language education?
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Study Notes
Functional Approaches to Syllabus Design
- This chapter examines the Council of Europe's contribution to functionally-oriented second language (L2) syllabuses and communicative language teaching approaches.
- It defines a syllabus' purpose and impact on learning and teaching.
- It describes the context of the Council of Europe's early language education work and explains the rationale behind their use of the functional-notional approach.
- The functional-notional approach is illustrated using The Threshold Level (1975), highlighting its impact on language teaching.
- Subsequent Council of Europe publications expanded on functional-notional descriptions of proficiency levels, including Waystage and Vantage.
- The Common European Framework of Reference (CEFR; 2001) is introduced, emphasizing its functional (action-oriented) approach to L2 proficiency.
- The CEFR is language-independent but requires adaptation for specific contexts and target languages.
- The CEFR was used to create a curriculum framework for teaching English as a school language to immigrant pupils in Irish primary schools.
What is a Syllabus?
- A syllabus defines the content of a course of study.
- It can stand alone or be part of a broader curriculum.
Functional-Notional Approach
- A functional-notional syllabus has two main aspects:
- Communicative functions learners should be able to perform in the target language.
- Notions/meanings learners should be able to express while performing these functions (general and specific).
- General notions: time, space, quantity, location, and related grammar concepts.
- Specific notions: vocabulary, objects, phenomena, and processes.
- It contrasts with grammatical syllabuses that focus on grammatical structures.
Threshold Level (1975)
- Designed for temporary/tourist encounters with the target language.
- Considers eight sections:
- Situation Specification:
- Social Roles
- Psychological Roles
- Settings
- Topics.
- Situation Specification:
- Language activities: oral communication is prioritized.
- Language functions: summaries of functions learners can perform (imparting information, expressing attitudes, getting things done, socializing).
- Topics: behavioural specifications, which are categorized lists.
- General Notions: subdivided into entities, properties/qualities, and relations.
- Specific notions: detailed lists for each topic, though not shown in the provided text.
Common European Framework of Reference (CEFR)
- A comprehensive framework for describing language proficiency.
- Six levels of language proficiency (A1-C2).
- Employs "can-do" descriptors to define language activities and competences.
- Divided into reception (listening/reading), production (speaking/writing), interaction, and mediation.
- Distinguishes between general and communicative language competences.
- Has both global and self-assessment grids for detailed level descriptions.
- Level B1 of CEFR aligns with T-Level.
Irish Language Proficiency Benchmarks
- Developed by Integrate Ireland Language and Training.
- Used to create curricula for English language support for immigrant pupils in Irish primary education.
- Uses the CEFR to define proficiency levels.
- Aligns with the national primary curriculum.
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Description
This chapter explores the contributions of the Council of Europe to functional second language syllabuses and communicative language teaching. It outlines the purpose and effects of a syllabus, while illustrating the functional-notional approach and its significance through The Threshold Level and the Common European Framework of Reference (CEFR).
