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Adapting the CEFR to enhance language graduates’ employability
Marga Menendez-LopezDr. Doris Dippold
University of Surrey
Objectives
to set the context for languages in UK higher education
to present, by way of the case study of an oral module, how the CEFR as a tool and frameworks of communicative competence can be adapted to a curriculum that highlights professional skills
to show how language degrees contribute to employability
Languages & Employability
QAA: languages > multifaceted Intellectual Vocational Transferable
Recent history of language departments Reduction on student numbers Globalised market and student choices
Perception of language degrees language skills vs. subject matter lack of economic impact factor
Language strategy at Surrey
University: professional and international vision statement
Our degrees: languages for the professional world joint language honours or combinations with
other subject (Business, Law or Politics) merge of linguistic + transferable skills experts on communication theory +
expert communicators! all aspects of communicative competence
Common European Framework of Reference
Council of Europe 1989-1996 5 skills: listening, reading,
writing, spoken production & interaction six proficiency levels outcome-based statements of linguistic
skills e.g. “I can give a clear , systematically
developed presentation on a topic in my area of work, study or special interest, highlighting significant points and relevant supporting detail.”
guidelines NOT rules! – need to adapt to specific contexts and to underpin by theory
Critiques to the CEFR
little/unsystematic correlation with aspects of communicative competence
Language levels = age of learner no specific contexts taken into
account static and unnegotiable
Communicative competence numerous models (e.g. Celce-Murcia
et. al. 1995; Bachman 1990; Canale & Swain 1980)
competence (knowledge of language) vs. performance (actual use of language in concrete situations)
communicative competence: some competences negotiable – not taken account by CEFR!
Communicative competence
Celce-Murcia et al. 1995: Discourse competence Linguistic competence Strategic competence Sociocultural competence Actional competence
Adapting the CEFR to an Oral module
Level 1 B2 Oral module (French, German, Spanish)
Bring to life B2 oral descriptors Academic and professional contexts Linguistic theory to underpin language
learning Integration of all competences for these
contexts
Adapting the CEFR to an Oral moduleSample of module content: a product presentation
competence
Genre: product presentation discourse
Schemata: greetings + small talk + main part + discussion and questions
discourse
Vocabulary with positive connotations linguistic
Simple sentences linguistic
Politeness: present your audience in a positive way
sociocultural
Non-verbal communication: openness, honesty and trust, beat gestures for structure
sociocultural
Objective: persuading and selling actional
Dealing with critical questions, nerves, equipment failure and “going blank”
strategic
Benefits & Challenges “Professional professional
communicators” academic language learning
Prescriptive (models) and descriptive (reflection) teaching and research
Generic communication skills: employability! Theoretically underpinned by CEFR and
competence frameworks Linguistic / Sociolinguistic basis:
Authenticity vs. pedagogic requirements language degree for the professional
world: relevant for society and economy
References Bachman, Lyle (1990): Fundamental Considerations in Language
Testing. Oxford, Oxford University Press. Canale, Michael (1983): From Communicative Competence to
Communicative Language Pedagogy. In: Language and Communication. J. Richards and R. Schmidt. New York, Longman: 2-27.
Canale, Michael and Merrill Swain (1980): Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics 1(1): 1-47.
Celce-Murcia et al. (1995): Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Issues in Applied Linguistics 6(2): 5-35.
Coleman, James A. (2004): Modern Languages in British Universities: Past and Present. Arts and Humanities in Higher Education 3: 147-162.
Council for Industry and Higher Education (2008): Graduate employability: what do employers think and want? Available: http://ec.europa.eu/education/policies/educ/business/doc/graduate_en.pdf (accessed May 12 2009).
Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: CUP.
Figueras, Neus (2007): The CEFR, a Lever for the Improvement of Language Professionals in Europe. The Modern Language Journal 91: 673-675.
References James, Carl and Peter Garrett (1992): Language Awareness in the Classroom.
London: Longman. Kelly, Michael and Diana Jones (2003): A New Landscape for Languages.
London: Nuffield Foundation. Available: http://languages.nuffieldfoundation.org/filelibrary/pdf/languages_report_48pp_hires.pdf
Krumm, Hans-Jürgen (2007): Profiles Instead of Levels: The CEFR and Its (Ab)Uses in the Context of Migration. The Modern Language Journal 91: 667-669.
Little, David (2005): The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing 22(3): 321-336.
Little, David (2007): The Common European Framework of References for Languages: Perspectives on the Making of Supranational Language Education Policy. The Modern Language Journal 91: 645-655.
North, Brian (2007): The CEFR Illustrative Descriptor Scales. The Modern Language Journal 91: 656-663.
Quality Assurance Agency (2007, 12/2007): Subject benchmark statements: Languages and Related Studies. QAA 208 12/07. Available: http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/languages07.pdf (accessed May 12 2009).
Weir, C.J. (2005): Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing 22: 281-300.
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