Common European Framework of Reference for Languages (CEFR) and Portfolio

Structure of the CEFRL:

The CEFRL is divided into 9 chapters + 4 annexes.

What are the aims of the Portfolio?

• Encourage all citizens to learn foreign languages at any level and all along their lives.
• Improve language learning processes and develop self-assessment skills.
• Facilitate the exchange and movement of citizens in Europe.
• Facilitate a worldwide (and European) tool in order to recognize and measure any L2 level of expertise.
• Encourage and support communication among citizens from different nationalities (in Europe), learning of different cultures, customs, and traditions.

Levels of the Common European Framework:

• C2: Proficiency level
• C1: Advanced level
• B2: Upper Intermediate level
• B1: Pre-intermediate level
• A2: Elementary level
• A1: Beginner level

Name the 3 assessing communicative competences in the Common European Framework:

• a) LINGUISTIC COMPETENCES
• b) SOCIOLINGUISTIC COMPETENCES
• c) PRAGMATIC COMPETENCES

What is the Portfolio?

The Portfolio is a document where those who are learning a foreign language can keep and take note of their learning process and cultural experiences.

Structure of the Portfolio:

The portfolio consists of 3 parts or elements:

• Language passport: it shows the foreign language knowledge level any person has. All the skills (speaking, listening, reading, and writing) appear in a table. Comments and certificates can be recorded as well.
• Language biography: it shows a record of all the language experiences of a person (certificates, diplomas, courses…, just mention).
• Dossier: it includes examples of personal pieces of jobs in order to illustrate the achievements and experiences previously mentioned in the biography and the passport.

Explain with your own words the methodology of CLIL:

The objective of the CLIL methodology course is the training of teaching professionals who will teach non-linguistic subjects in a foreign language.

Verbal vs non-verbal communication:

Verbal communication:

• Set of signs
• Oral or written communication in its multiple forms
• Convention concerning the meanings and uses of the signs

Non-verbal communication:

• Set of signs, resources, strategies
• Not always as symbolic as they would be desired (ex. Cries, movements, smiles, looks..)
• No convention (at all)

Concerning Infant Education, the LOMCE makes reference to 3 areas. Name them.

• Self-knowledge and personal autonomy
• Knowledge of the environment
• Languages: communication and representation (our topic in this block)

Types of activities to work plastic language.

• Water activities
• Coloured wax crayons activities
• Modelling activities
• Paper activities
• Volume activities

Explain the body language:

When learning a foreign language, our body is essential. Images and realia materials are extremely important in the teaching-learning process.

Our body is one of the main elements of non-verbal communication, it is also a means to make our pupils conscious of shapes, spaces, objects… pointing out is absolutely important.

By using our body without speaking, students can make associations between English names and objects, parts of the body. Our body is also a means and a tool for dramatization activities.

What are the general support resources? Name 4.

• a) Games: dices, balls, puzzles…
• b) Music: songs, musical instruments
• c) Realia: postcards, posters, objects (toys…)
• d) Audiovisuals: DVDs, videos

In order to look for the best textbooks and resources in our classroom, we need to take into account..... (Name 4 items).

• Our aims
• Our pupils' profile
• Our knowledge area: English
• Timing per session

In the Preamble of the LOE, there is a specific mention of education in values through cross-cutting themes. Explain 4 objectives.

• Face situations
• Accept coexistence rules
• Be conscious of emotions
• Promote cooperation and participation

Values to be taught in Infant Education. Name 4.

• Friendship
• Effort
• Responsibility
• Compromise