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Catalog

Newsletter

Enriching 21st Century language education - The CEFR Companion volume in practice (2022)

Education and modern languages
Format : Paper PDF
978-92-871-8846-5
Type of document :
Book
Format :
Paper
Language :
English
Size :
A4
Number of pages :
398
Edited by Brian North, Enrica Piccardo, Tim Goodier, Daniela Fasoglio, Rosanna Margonis-Pasinetti and Bernd Rüschoff
49.00 € / 98.00 $US
An essential complement to the CEFR Companion volume

This volume of case studies will interest all those who aim to develop language education in order to promote and support Europe's rich linguistic and cultural diversity, thus fostering a culture of democracy and social justice in a time in which these values are increasingly under threat. This situation calls for a new vision of language education in which the development of mediation and plurilingual/pluricultural competence are crucial.

These case studies report on experience in a wide variety of contexts with the concepts and descriptors of the Common European Framework of Reference for Languages: Learning, teaching, assessment - Companion volume (CEFR Companion volume), which broadens the vision of the CEFR 2001, enriching the CEFR model in the areas of plurilingualism and mediation.

The studies report on classroom practice and awareness-raising activities from all over Europe in secondary education, higher education, heritage language education, pre-service teacher education and adult education. The authors outline their experience in the language classroom and with stakeholders in relation to mediation, appreciation of literature, plurilingualism, online interaction and phonology. The various chapters explore the relevance and usability of the new descriptors for the implementation of an action-oriented approach to language education, presenting the challenges and opportunities they encountered in the process, and the reactions of their students and colleagues.
TRIBUTE TO TIM GOODIER 
FOREWORD 
CONTRIBUTORS 
CHAPTER 1. ENRICHING THE SCOPE OF LANGUAGE EDUCATION: THE CEFR – COMPANION VOLUME 
1.1. INTRODUCTION 
1.2. A SIGNIFICANT STEP IN LANGUAGE EDUCATION 
1.3. INNOVATIVE CONCEPTS IN THE CEFR 
1.4. INNOVATIVE FEATURES OF THE CEFR COMPANION VOLUME 
1.4.1. THE USER/LEARNER AS A SOCIAL AGENT 
1.4.2. THE ACTION-ORIENTED APPROACH 
1.4.3. MEDIATION 
1.4.4. PLURILINGUALISM 
1.4.5. ONLINE, DIGITAL INTERACTION AND TRANSACTION 
1.4.6. PHONOLOGICAL COMPETENCE 
1.4.7. CONCEPTUAL MODEL 
1.5. THE CASE STUDIES IN THIS VOLUME 
PART I. CLASSROOM PRACTICE 
INTRODUCTION TO PART I 
MEDIATION: CHAPTERS 2 TO 4 
PLURILINGUALISM: CHAPTERS 5 AND 6 
LITERATURE: CHAPTERS 7 AND 8 
ONLINE INTERACTION: CHAPTERS 9 TO 11 
CHAPTER 2. THE ROLE OF CONTEXTUAL FACTORS IN THE IMPLEMENTATION OF MEDIATION DESCRIPTORS WITH HIGHER EDUCATION LANGUAGE LEARNERS 
2.1. INTRODUCTION 
2.2. PROJECT DESCRIPTION 
2.2.1. TASKS
2.2.2. STUDENT FEEDBACK 
2.3. DISCUSSION 
2.4. CONCLUSION
CHAPTER 3. CEFR MEDIATION STRATEGIES: TOWARDS A SOCIO-EMOTIONALLY ENHANCED PLURILINGUAL LANGUAGE EDUCATION 
3.1. INTRODUCTION 
3.2. PROJECT DESCRIPTION 
3.2.1. HOW THE MEDIATION DESCRIPTORS OF THE CEFR COMPANION VOLUME WERE EXPLOITED: A MULTI-CASE STUDY 
3.2.2. INSTRUMENTS USED TO COLLECT DATA 
3.2.3. PROCEDURE AND WORKING PHASES FOR ALL CASE STUDIES 
3.2.4. BUILDING A COMMUNITY OF PRACTICE: DETAILS OF TEACHER TRAINING, MATERIALS DEVELOPMENT AND PEER SUPPORT 
3.2.5. DATA ANALYSIS 
3.2.6. CROSS-CASE RESULTS 
3.3. DISCUSSION 
3.3.1. OVERALL PERCEIVED IMPACT OF THE CASE STUDY ON TEACHING AND LEARNING 
3.3.2. EVALUATION AND REFLECTION ON THE ROLE AND FUNCTION OF THE DESCRIPTORS USED IN THIS CASE STUDY 
3.3.3. LESSONS LEARNED 
3.4. CONCLUSIONS 
3.4.1. EXPECTED RELEVANCE AND USABILITY OF THE DESCRIPTORS 
3.4.2. SUSTAINABILITY AND EXTENSION TO WIDER CONTEXT 
CHAPITRE 4. « MULTIMÉDIA » : LA MÉDIATION MULTILINGUE DANS LE CADRE D’UN PROJET DE STAGE EN ENTREPRISE 
4.1. INTRODUCTION 
4.2. DESCRIPTION DU PROJET 
4.2.1. PHASE 1 – LANCEMENT DU PROJET 
4.2.2. PHASE 2 – PRÉPARONS NOS BAGAGES ! 
4.2.3. LES RESSOURCES 
4.2.4. LES FICHES DE TRAVAIL 
4.2.5. PHASE 3 – ON DÉCOLLE ! 
4.2.6. PHASE 4 – ON ATTERRIT ! 
4.3. DISCUSSION 
4.4. CONCLUSION 
CHAPTER 5. “IN VENLO GIBT ES VIEL NIEDERLÄNDISCH, ABER AUCH ENGLISCH UND DEUTSCH” – A WORKSHOP ON RECEPTIVE PLURILINGUALISM IN THE NEIGHBOUR LANGUAGE 
5.1. INTRODUCTION 
5.1.1. NEIGHBOUR-LANGUAGE LEARNING IN THE DUTCH-GERMAN BORDER REGION 
5.1.2. COMMUNICATION STRATEGIES IN DUTCH-GERMAN SCHOOL EXCHANGES
5.2. PROJECT DESCRIPTION 
5.2.1. THE PARTICIPANTS 
5.2.2. THE WORKSHOP: PROGRAMME AND CONTENT 
5.2.3. DEVELOPMENT OF PLURILINGUAL DECODING STRATEGIES 
5.2.4. APPLICATION OF PLURILINGUAL DECODING STRATEGIES IN THE LINGUISTIC LANDSCAPING TASK 
5.2.5. APPLYING DECODING STRATEGIES TO UNKNOWN TEXTS IN DUTCH 
5.3. DISCUSSION 
5.4. CONCLUSION 
CHAPTER 6. IMPLEMENTING PLURILINGUAL ORAL EXAMS AND PLURILINGUAL LESSONS IN AUSTRIAN UPPER SECONDARY VOCATIONAL COLLEGES 
6.1. INTRODUCTION 
6.2. PROJECT DESCRIPTION 
6.3. DISCUSSION 
6.4. CONCLUSION 
CHAPTER 7. THE SIXTH SENSE FOR LITERATURE: A NEW PLURICULTURAL APPROACH TO LITERARY TEXTS AS MEDIATION AND REACTION TO LITERATURE ACCORDING TO THE NEW DESCRIPTORS OF THE CEFR COMPANION VOLUME 
7.1. INTRODUCTION 
7.1.1. THE DESCRIPTORS FROM THE CEFR COMPANION VOLUME 
7.1.2. SPECIFIC OBJECTIVES 
7.1.3. EDUCATIONAL CONTEXT 
7.2. PROJECT DESCRIPTION 
7.2.1. INTERNAL WORKSHOP FOR TEACHERS 
7.2.2. LEARNING UNIT FOR THE STUDENT GROUPS 
7.2.3. EVALUATION OF THE WHOLE PROJECT 
7.3. DISCUSSION 
7.4. CONCLUSION
CHAPTER 8. PROMOTING AND ASSESSING THE APPRECIATION OF LITERATURE AT SECONDARY SCHOOL 
8.1. INTRODUCTION 
8.1.1. AIM OF THE PROJECT 
8.1.2. INSTITUTIONAL CONTEXT 
8.1.2.1. INCLUSION OBJECTIVE 
8.1.2.2. LANGUAGE ENHANCEMENT OBJECTIVE 
8.1.2.3. SCIENCE ENHANCEMENT OBJECTIVE 
8.1.3. LANGUAGE LEARNING AIMS 
8.1.4. DETAILS OF THE LEARNER GROUPS INVOLVED 
8.2. PROJECT DESCRIPTION 
8.2.1. IMPLEMENTATION 
8.2.2. METHODOLOGY 
8.2.3. BUILDING A COMMUNITY OF PRACTICE 
8.2.4. PRACTICAL MEASURES FOR TEACHING AND LEARNING 
8.3. DISCUSSION 
8.3.1. OVERALL PERCEIVED IMPACT 
8.3.2. EVALUATION, REFLECTION AND LESSONS LEARNED 
8.4. CONCLUSION 
CHAPTER 9. FOCUS ON ONLINE INTERACTION: A PILOT PROJECT IN ITALY 
9.1. INTRODUCTION 
9.2. PROJECT DESCRIPTION 
9.2.1. PARTICIPANTS AND SET-UP 
9.2.2. TASKS 
9.2.3. OUTCOMES 
9.2.4. ACTIVITIES AND MATERIALS 
9.3. DISCUSSION 
9.4. CONCLUSION 
CHAPTER 10. APPLICATION OF CEFR COMPANION VOLUME DESCRIPTORS IN CLIL SETTINGS 
10.1. INTRODUCTION 
10.2. PROJECT DESCRIPTION 
10.2.1. TASKS
10.2.2. ONLINE INTERACTION 
10.2.3. EXAMPLES OF CLIL MEDIATION TASKS ACROSS LEVELS 
10.2.4. EXAMPLES OF PLURILINGUAL CLIL TASKS 
10.3. DISCUSSION 
10.4. CONCLUSION 
CHAPTER 11. STUDENT ENGAGEMENT: ONLINE INTERACTION AND LANGUAGE LEARNING 
11.1. INTRODUCTION 
11.2. PROJECT DESCRIPTION 
11.2.1. PHASE 1: VR AND LANGUAGE LEARNING 
11.2.2. PHASE 2: EFFECT OF ONLINE RESOURCES AND INTERACTION ON LEARNING AND MOTIVATION 
11.2.3. PHASE 3: ONLINE INTERACTION DESCRIPTORS IN THE CEFR COMPANION VOLUME 
11.3. DISCUSSION 
11.4. CONCLUSION 
PART II. AWARENESS RAISING AND TEACHER EDUCATION 
INTRODUCTION TO PART II 
CHAPTER 12. IMPLEMENTATION OF THE CEFR COMPANION VOLUME IN THE UNICERT® AND NULTE NETWORKS 
12.1. INTRODUCTION 
12.2. PROJECT DESCRIPTION 
12.2.1. ORGANISATION AND STRUCTURE OF THE PROJECT 
12.2.2. PROJECT ACTIVITIES AND EVENTS 
12.2.3. ASSESSMENT OF EVENTS AND PROJECT OUTPUTS 
12.2.4. PARTICIPANTS’ FEEDBACK ON THE CEFR COMPANION VOLUME
12.2.5. CASE STUDIES CONCERNING INDIVIDUAL TARGET GROUPS 
12.3. DISCUSSION 
12.3.1. THE ACTION-ORIENTED APPROACH AND THE CONCEPT OF THE LEARNER AS A SOCIAL AGENT 
12.3.2. THE INTEGRATION OF PLURILINGUALISM ACTIVITIES IN UNIVERSITY LANGUAGE TEACHING 
12.3.3. THE ROLE OF INTERCULTURAL AND PLURICULTURAL TASKS IN LANGUAGE TEACHING AND TESTING 
12.3.4. THE NOTION OF MEDIATION 
12.3.5. THE WORK WITH THE NEW LIST OF DESCRIPTORS 
12.4. CONCLUSION 202
CHAPTER 13. AN ACTION TOOLKIT FOR LANGUAGE TEACHER TRAINING ON MEDIATION 
13.1. INTRODUCTION 
13.2. PROJECT DESCRIPTION 
13.2.1. CONCEPTUALISING MEDIATION 
13.2.2. EXPOSURE TO, AND ANALYSIS OF MEDIATION ACTIVITIES (INCLUDING MEDIATION STRATEGIES) 
13.2.3. GUIDE TO DESIGN MEDIATION ACTIVITIES 
13.2.4. ACTIVITIES FOR REFLECTING ON HOW TO ASSESS MEDIATION 
13.3. DISCUSSION 
13.3.1. IMPACT OF TRAINING SESSIONS 
13.3.2. CONCLUSIONS DRAWN FROM THE TRAINING SESSIONS 
13.4. CONCLUSION 
CHAPTER 14. REPRESENTATIONS OF MEDIATION IN FOREIGN LANGUAGE EDUCATION: AN EXPLORATORY CASE STUDY WITH DIFFERENT STAKEHOLDERS IN HAMBURG 
14.1. INTRODUCTION 
14.2. PROJECT DESCRIPTION 
14.3. DISCUSSION 
14.4. CONCLUSION
CHAPITRE 15. DISCOURS D’ENSEIGNANTS AU SUJET D’ACTIVITÉS QUI RELÈVENT DE LA MÉDIATION DANS LE VOLUME COMPLÉMENTAIRE DU CECR – UNE ÉTUDE EMPIRIQUE 
15.1. INTRODUCTION 
15.1.1. LA LANGUE D’HÉRITAGE ET SON ENSEIGNEMENT 
15.1.2. CONTEXTE 
15.2. DESCRIPTION DU PROJET 
15.3. DISCUSSION 
15.3.1. PHASE 1 – PLANIFICATION DES TÂCHES DE MÉDIATION 
15.3.2. PHASE 2 – MISE EN PRATIQUE DES TÂCHES DE MÉDIATION 
15.3.3. PHASE 3 – ÉVALUATION 
15.4. CONCLUSION 
CHAPTER 16. ESSENTIAL NEEDS FOR THE DEVELOPMENT OF UNIVERSITY STUDENTS’ ACADEMIC MEDIATION SKILLS 
16.1. INTRODUCTION 
16.2. PROJECT DESCRIPTION 
16.2.1. THE SURVEY QUESTIONNAIRE 
16.2.2. COURSE BOOK ANALYSIS 
16.2.3. INTERVIEW RESULTS 
16.2.4. TOWARDS A TYPOLOGY OF TASKS 
16.3. DISCUSSION 
16.4. CONCLUSION 
CHAPITRE 17. L’EXPLOITATION DES COMPÉTENCES PLURILINGUES DANS LE CADRE DES FORMATIONS LINGUISTIQUES DISPENSÉES AUX ADULTES PLURILINGUES : ÉTUDE DE CAS SUR L’UTILISATION DES NOUVEAUX DESCRIPTEURS DU VOLUME COMPLÉMENTAIRE DU CECR POUR UNE TRANSITION VERS DES PRATIQUES D’ENSEIGNEMENT VALORISANT LE PLURILINGUISME
17.1. INTRODUCTION 
17.2. DESCRIPTION DU PROJET 
17.2.1. LIENS AVEC LE RÉFÉRENTIEL 
17.2.2. RECUEIL DES DONNÉES 
17.3. DISCUSSION 
17.3.1. IMPORTANCE DU PLURILINGUISME DANS LE CADRE DES COURS DE LANGUE 
17.3.2. IMPORTANCE DE L’ACQUISITION DE COMPÉTENCES DE GESTION DU PLURILINGUISME POUR LES ENSEIGNANTS 
17.3.3. FONCTION DES DESCRIPTEURS DANS LE DÉVELOPPEMENT DES PRATIQUES 
17.4. CONCLUSION
CHAPITRE 18. LA TÂCHE COMME MOTEUR DE PROMOTION DU PLURILINGUISME 
18.1. INTRODUCTION 
18.2. DESCRIPTION DU PROJET 
18.2.1. RÔLES DE LA TÂCHE 
18.2.2. RÔLES DES ÉTUDIANTS 
18.2.3. DÉROULEMENT DU COURS 
18.2.4. EXEMPLE DE TÂCHE CONSTRUITE PAR UN GROUPE D’ÉTUDIANTS 
18.3. DISCUSSION 
18.3.1. RÉSULTATS DE L’ÉTUDE DE CAS 
18.3.2. VOLUME COMPLÉMENTAIRE DU CECR 
18.3.3. AUTOÉVALUATION 
18.3.4. LA TÂCHE COMME PROJET DE FORMATION ÉDUCATIVE 
18.4. CONCLUSION 
18.5. EXTRAITS DE VERBALISATIONS DES ÉTUDIANTS DU COURS DE DIDACTIQUE 
CHAPTER 19. LEARNING BY DOING: PUTTING THE CEFR DESCRIPTORS FOR ONLINE INTERACTION AND MEDIATION INTO PRACTICE BY TEACHER TRAINEES 
19.1. INTRODUCTION 
19.2. PROJECT DESCRIPTION 
19.2.1. PREPARATION 
19.2.2. MODULE CREATION 
19.2.3. HOW THE DESCRIPTORS FOR MEDIATION WERE EXPLOITED 
19.2.4. EXAMPLES OF TASKS PRODUCED 
19.2.5. FOLLOW-UP ACTIVITIES 
19.2.6. COMMUNITY OF PRACTICE 
19.2.7. REFLECTION AND EVALUATION 
19.3. DISCUSSION 
19.3.1. UTILISATION OF FEEDBACK 
19.3.2. PERCEIVED IMPACT ON TEACHING AND LEARNING 
19.4. CONCLUSIONS 
CHAPTER 20. EXPLORING TEACHERS’ BELIEFS AND PRACTICES ABOUT PHONOLOGY INSTRUCTION, WITH REFERENCE TO THE CEFR DESCRIPTORS 
20.1. INTRODUCTION 
20.2. PROJECT DESCRIPTION
20.2.1. RESEARCH BACKGROUND 
20.2.2. THE PROJECT’S THREE STRANDS 
20.2.3. INPUT AND GUIDANCE FROM TRAINERS 
20.2.4. ONGOING REFLECTION 
20.3. DISCUSSION 
20.3.1. IMPACT OF THE STUDY 
20.3.2. CHANGE IN TEACHERS’ KNOWLEDGE AND AWARENESS 
20.3.3. CHANGE IN TEACHERS’ PRACTICE 
20.4. CONCLUSION 
PART III. CRITICAL REFLECTIONS AND FUTURE PERSPECTIVES 
CHAPTER 21. THE CEFR 2020 – REACHING OUT BEYOND LANGUAGE EDUCATION 
THE CEFR PROJECT 2014-20 – REVISIONS, ADDITIONS, REPOSITIONING 
KEY CONCEPT: MEDIATION 
MEDIATION FUNCTION OF SCHOOL EDUCATION AND MEDIATION AS A MODE OF LANGUAGE USE 
CEFR 2020: A NEW CONCEPT FOR (LANGUAGE) EDUCATION? 
CHAPTER 22. CRITICAL REFLECTION ON THE CASE STUDIES 
PLURILINGUALISM 
AGENCY 
MEDIATION 
CONCLUSION 
REFERENCES 
CHAPTER 23. THE CEFR COMPANION VOLUME AND THIS VOLUME OF CASE STUDIES: BUILDING BLOCKS TO SHAPE ACTION-ORIENTED LANGUAGE TEACHING 
LEARNERS AS SOCIAL AGENTS AND AGENCY 
THE PLURILINGUAL STANCE 
RETHINKING THE NATIVE SPEAKER MODEL 
ONLINE INTERACTION AND TRANSACTIONS 
MEDIATION 
LANGUAGE EDUCATION AT THE ACTION-ORIENTED MEDIATIONAL TURN? SHOW, DON’T TELL! 
REFERENCES 
PART IV. APPENDICES 
APPENDIX 3.1. SELECTED CEFR/CV MEDIATION AND PLURILINGUAL/PLURICULTURAL SCALES AND DESCRIPTORS 
APPENDIX 3.2. EXAMPLE OF SELF-EVALUATION SCALE FOR STUDENTS TO EVALUATE THEIR PROGRESS IN BUILDING UP MEDIATION SKILLS 
APPENDIX 3.3. SOCIO-EMOTIONAL SCALE USED IN THE PROJECT 
ANNEXE 4.1. FICHE DE TRAVAIL 1 : AÉROPORT – VOCABULAIRE GÉNÉRAL 
ANNEXE 4.2. FICHE DE TRAVAIL 2 : AÉROPORT – ACTES DE PAROLE 333
ANNEXE 4.3. AUTOÉVALUATION : QUESTIONNAIRE ET RÉSULTATS
APPENDIX 7.1. LEARNING UNIT – SELF-ASSESSMENT GRID: COMPREHENSION–INTERPRETATION – MEDIATION OF LITERARY TEXTS – B2 
APPENDIX 7.2. LEARNING UNIT – TEACHER ASSESSMENT GRID: COMPREHENSION–INTERPRETATION– MEDIATION OF LITERARY TEXTS – B2 
APPENDIX 8.1. CHECKLIST USED FOR TEACHER AND SELF-ASSESSMENT 
APPENDIX 8.2. CHECKLIST USED FOR TEACHER AND SELF-ASSESSMENT 
APPENDIX 8.3. RESULTS FROM TEACHER AND SELF-ASSESSMENTS USING APPENDICES 8.1. AND 8.2. 
APPENDIX 8.4. RESULTS FROM STUDENT SURVEY (GROUP 1) 
APPENDIX 8.5. RESULTS FROM STUDENT SURVEY (GROUPS 2 & 3) 
ANNEXE 15.1. INSTRUMENTO DE APOIO À PLANIFICAÇÃO DE SEQUÊNCIA DIDÁTICA 
ANNEXE 15.2. GUIÃO PARA A DESCRIÇÃO DE UMA ATIVIDADE DE MEDIAÇÃO 
ANNEXE 17.1. QUESTIONNAIRE À DESTINATION DES ENSEIGNANTS 
ANNEXE 17.2. GRILLE D’OBSERVATION UTILISÉE POUR LES VISITES DE CLASSES 
ANNEXE 17.3. QUESTIONNAIRE À DESTINATION DES APPRENANTS 
ANNEXE 18.1. FICHE DE TRAVAIL 1 
ANNEXE 18.2. FICHE DE TRAVAIL 2 - TRANSCRIPTIONS DES PRÉSENTATIONS 
ANNEXE 18.3. FICHE DE TRAVAIL 3 - DICTIONNAIRE PLURILINGUE 
ANNEXE 18.4. QUESTIONNAIRE 
APPENDIX 20.1. PHONOLOGY BELIEFS: INITIAL QUESTIONNAIRE 
APPENDIX 20.2. QUESTIONNAIRES: COLLATED RESULTS 
APPENDIX 20.3. RESOURCES USED FOR INPUT AND GUIDANCE