Making Connections in a Changing World: A European Language Education and Assessment Perspective


Abstract

The need for improved conditions for learning and better intercultural communication is recognised worldwide. A noteworthy example of responses to the need is the Council of Europe’s longstanding work undertaken in order to promote linguistic diversity and language learning in member states (Council of Europe, 2007). Extensive development work has been conducted in pursuit of this. Examples are the formulation of principles for the description of goals for language learning (van Ek & Trim, 1991), the elaboration of a comprehensive Common European Framework of Reference for Languages, CEFR (Council of Europe, 2011a), and the production of a model for a European Language Portfolio (Council of Europe, 2011b). This paper illustrates some of the work done and relate it to the general theme of the Conference “Power to Connect in a Changing World” (University of Jordan, 2014). It concludes by making the point that language study is an endeavour that leads to enhanced learner empowerment and improved intercultural.

Authors

Mats Oscarson

DOI

Keywords

References

  1. Chomsky, Noam. (1979). Language and responsibility. Sussex: Harvester Press.
  2. Council of Europe. (2001). The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. (see also: http://www.coe.int)
  3. Council of Europe. (2009). Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). A Manual. http://www.coe.int/t/dg4/linguistic/manuel1_en.asp#Manual
  4. van Ek, Jan. (1975). Threshold level English. Strasbourg: Council of Europe publishing.
  5. van Ek, Jan and John Trim. (1991). Threshold Level 1990. Strasbourg: Council of Europe Publishing.
  6. European Union. (2013). The Implementation of the Common European Framework for Languages in European Education Systems. Study. Brussels: European Parliament, Policy Department B: Structural and Cohesion Policies. http://www.europarl.europa.eu/committees/en/studies.html#studies
  7. Fulcher, Glenn. (2004). ‘Deluded by artifices? The common European framework and harmonization’. Language Assessment Quarterly 1(4), 253-266.
  8. Lancaster University. (2014). Information about DIALANG. http://www.lancaster.ac.uk/researchenterprise/dialang/about.htm. (Retrieved on 14 March, 2015.)
  9. Liskin-Gasparro, J. E. (2003). ’The ACTFl proficiency guidelines and the oral proficiency interview: A brief history and analysis of their survival’. Foreign Language Annals, 36, 483-490.
  10. Little, David et al. (2002). Meeting the English language needs of refugees in Ireland. In J. C. Alderson (ed), Common European Framework of Reference for Languages: Learning, Teaching Assessment. Case Studies. (pp 53–67) Strasbourg, Council of Europe Publishing.
  11. Little, David. (2009). The European Language Portfolio: Where pedagogy and assessment meet. Strasbourg: Council of Europe, Language Policy Division. Document DGIV EDU Lang (2009) 19. http://www.coe.int/t/dg4/education/elp/ (Retrieved on 14 March, 2015)
  12. Martyniuk, Waldemar and José Noijons (2007). The use of the CEFR at national level in the Council of Europe Member States. Strasbourg: Council of Europe publishing.
  13. Munby, John. (1978). Communicative syllabus design. Cambridge: Cambridge University Press.
  14. North, Brian. (2014). The CEFR in Practice. Cambridge: Cambridge University Press. English Profile Studies 4.
  15. Schneider, Günther and Lenz, Peter. (2000). European Language Portfolio: Guide for Developers. http://www.coe.int/t/dg4/education/elp/elp- reg/Publications_EN.asp (Retrieved on 14 March, 2015)
  16. Wilkins, David. (1976). Notional syllabuses. Oxford: Oxford University Press.