Structure and Objectives of the CEFRL

Structure of the CEFRL

The CEFRL is divided into 9 chapters + 4 annexes. Let's see each of them:

• Chapter 1. Aims and objectives according to what the Council of Europe says. Main objective => Plurilingualism.

• Chapter 2. Approach. Communicative competences. Use of language.

• Chapter 3. Common reference levels

• Chapter 4. Use of language and language user.

• Chapter 5. User competences.

• Chapter 6. Teaching-learning process

• Chapter 7. Tasks and roles involved in the teaching-learning process.

• Chapter 8. Linguistic diversification and curriculum

• Chapter 9. Assessment.

• Annex 1. Development of proficiency descriptors.

• Annex 2. Illustrative descriptors (according to the CEFR levels)

• Annex 3. DIALANG scales and project.

• Annex 4. ALTE 'Can Do' statements.

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.

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

• Linguistic competences: lexical, grammatical, semantic, phonological orthographic…
• Sociolinguistic competences: registers, accents, dialects…
• Pragmatic competences: discourse, functional and design.

What is the Portfolio?

Portfolio (ELP, European Language 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.

• 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.

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 (Water painting, Finger painting, Blow painting…)
• Colored wax crayons activities
• Modeling activities
• Paper activities
• Volume activities

Explain the body language.

Our body one of the main elements of non-verbal communication, it is also a mean 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 mean and a tool for dramatization activities.

What are the general support resources?

• Games: dices, balls, puzzles…
• Music: songs, musical instruments…
• Realia: postcards, posters, object (toys…)…
• Audiovisuals: DVDs, videos…

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

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

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

• Self-acceptance and others’.
• Be conscious of emotions.
• Face situations.
• Accept coexistence rules.

Values to be taught in Infant Education.

• Friendship
• Respect for others and respect for other's work
• Difference and equality
• Equal opportunities