· It provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc.
· It describes what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively.
· It also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis.
· It is intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems. It provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect on their current practice, with a view to situating and coordinating their efforts and to ensuring that they meet the real needs of the learners for whom they are responsible.
· The Framework promotes the favorable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture.
The uses of the Framework include:
· The planning of language learning in terms of: their assumptions regarding prior knowledge, and their articulation with earlier learning, particularly at interfaces between primary, lower secondary, upper secondary and higher/further education; their objectives and their content.
· The planning of language certification in terms of: the content syllabus of examinations; assessment criteria, in terms of positive achievement rather than negative deficiencies.
· The planning of self-directed learning, including: raising the learner’s awareness of his or her present state of knowledge; self-setting of feasible and worthwhile objectives; selection of materials; self assessment.
· Learning programmer and certification can be: global, bringing a learner forward in all dimensions of language proficiency and communicative competence; modular, improving the learner’s proficiency in a restricted area for a particular purpose; weighted, emphasizing learning in certain directions and producing a ‘profile’ in which a higher level is attained in some areas of knowledge and skill than others; partial, taking responsibility only for certain activities and skills and leaving others aside.
http://www.coe.int/t/dg4/linguistic/source/Framework_EN.pdf
· It describes what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop to be able to act effectively.
· It also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis.
· It is intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems. It provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect on their current practice, with a view to situating and coordinating their efforts and to ensuring that they meet the real needs of the learners for whom they are responsible.
· The Framework promotes the favorable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture.
The uses of the Framework include:
· The planning of language learning in terms of: their assumptions regarding prior knowledge, and their articulation with earlier learning, particularly at interfaces between primary, lower secondary, upper secondary and higher/further education; their objectives and their content.
· The planning of language certification in terms of: the content syllabus of examinations; assessment criteria, in terms of positive achievement rather than negative deficiencies.
· The planning of self-directed learning, including: raising the learner’s awareness of his or her present state of knowledge; self-setting of feasible and worthwhile objectives; selection of materials; self assessment.
· Learning programmer and certification can be: global, bringing a learner forward in all dimensions of language proficiency and communicative competence; modular, improving the learner’s proficiency in a restricted area for a particular purpose; weighted, emphasizing learning in certain directions and producing a ‘profile’ in which a higher level is attained in some areas of knowledge and skill than others; partial, taking responsibility only for certain activities and skills and leaving others aside.
http://www.coe.int/t/dg4/linguistic/source/Framework_EN.pdf
Some examples:
Charts:
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