Языковой портфель филолога Language Portfolio. Практикум

PART 1

By ‘transparent’ is meant that information must be clearly formulated and explicit, available and readily comprehensible to users.

By ‘coherent’ is meant that the description is free from internal contradictions. With regard to educational systems, coherence requires that there is a harmonious relation among their components:

–the identification of needs;

–the determination of objectives;

–the definition of content;

–the selection or creation of material;

–the establishment of teaching/learning programmes;

–the teaching and learning methods employed;

–evaluation, testing and assessment.

The construction of a comprehensive, transparent and coherent framework for language learning and teaching does not imply the imposition of one single uniform system. On the contrary, the framework should be open and flexible, so that it can be applied, with such adaptations as prove necessary, to particular situations. CEF should be:

–multi-purpose: usable for the full variety of purposes involved in the planning and provision of facilities for language learning;

–flexible: adaptable for use in different circumstances;

–open: capable of further extension and refinement;

–dynamic: in continuous evolution in response to experience in its use;

–user-friendly: presented in a form readily understandable and usable by those to whom it is addressed;

–non-dogmatic: not irrevocably and exclusively attached to any one of a number of competing linguistic or educational theories or practices.

the Council of Europe site http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

1.When and by whom the guideline CEFR was put together?

2.What are the aims of this guideline?

3.What is the difference between multilingualism and plurilingualism?

4.What is the aim of language education according to the plurilingual approach?

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LANGUAGE PORTFOLIO: practical training

5.How can you define the term «pluriculturalism»?

6.What are the essential principles of the Framework usage?

7.What qualities should Common European Framework have to attain its aims?

Ex. 2. Comment on the aims of the development of learner autonomy, plurilingualism and intercultural awareness:

–to help learners give shape and coherence to their experience of learning and using languages other than their first language

–to motivate learners by acknowledging their efforts to extend and diversify their language skills at all levels

–to provide a record of the linguistic and cultural skills they have acquired (to be consulted, for example, when they are moving to a higher learning level or seeking employment at home or abroad).

Ex. 3. In an ELP all language proficiency is valued, whether it was gained inside or outside formal education. Review the following:

–The ELP is the property of the learner

–It is linked to the Common European Framework of Reference for Languages (users assess themselves in relation to the CEFR’s proficiency levels).

–It conforms to a common set of Principles and Guidelines that havebeenapprovedbytheCommitteeofMinistersandrecommended to Member States.

–The Council of Europe’s current work in language education enriches the ELP in a number of ways, especially as regards plurilingual and intercultural education. The values inherent in the ELP are also central to the projects of the European Centre for Modern Languages (ECML).

–The templates can also be used selectively, for example to promote self-assessment in language learning, develop learners’ intercultural awareness, or help them to focus on their plurilingual repertoires.

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UNIT 2

Language Policy in Europe and Russia

The aim is to learn the main objectives of the Language Policy in Europe, and implemented measures necessary for achieving them. To study the levels of foreign language proficiency, structure, aims and functions and the language portfolio itself. To improve the skills of collecting, selecting, and presenting your work, to learn how to present your knowledge and skills to others.

Knowledge and skills, acquired by students as a result of studying A student should:

–think consciously or deliberately about how you learn best or what is most meaningful to you about what you’ve learned;

–focus on your own patterns, habits, and preferences as a learner;

–identify what doesn’t work well for you, repeat what does, and develop strategies for addressing difficult tasks or overcoming obstacles.

Mastering the aspects mentioned above will contribute to the formation of the following competences:

–the ability to structure and integrate knowledge from different professional spheres and be ready to use and develop the knowledge in the course of accomplishing professional tasks (GPC-13);

–the ability to study native language speech behavior, describe new language processes in social, political and cultural life of the foreign society (GPC-16);

–the ability to analyze phenomena and processes necessary to demonstrate and confirm theoretical results of the research (GPC-17);

–to own the methods of cognitive and formal natural language modelling and methods of creating metalanguages (PC-18).

Ex 1. Read the following text.

As part of its efforts to promote mobility and intercultural understanding, the EU has set language learning as an important priority, and funds numerous programmes and projects in this area. Plurilingualism, in the EU’s view, is an important element in Europe’s competitiveness. One of the objectives of the EU’s language policy

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LANGUAGE PORTFOLIO: practical training

is therefore that every European citizen should master two other languages in addition to their mother tongue.

CEF serves the overall aim of the Council of Europe to achieve greater unity among its members and to pursue this aim by the adoption of common action in the cultural field.

The work of the Council for Cultural Co-operation of the Council of Europe with regard to modern languages, organised since its foundation in a series of medium-term projects, has derived its coherence and continuity from adherence to three basic principles set down in the preamble to Recommendation of the Committee of Ministers of the Council of Europe:

–thattherichheritageofdiverselanguagesandculturesinEurope is a valuable common resource to be protected and developed, and that a major educational effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding;

–that it is only through a better knowledge of European modern languages that it will be possible to facilitate communication and interaction among Europeans of different mother tongues in order to promote European mobility, mutual understanding and co-operation, and overcome prejudice and discrimination;

–that member states, when adopting or developing national policies in the field of modern language learning and teaching, may achieve greater convergence at the European level by means of appropriate arrangements for ongoing co-operation and co-ordination of policies.

Inthepursuitoftheseprinciples,theCommitteeofMinisterscalled upon member Governments to promote the national and international collaboration of governmental and non-governmental institutions engaged in the development of methods of teaching and evaluation in the field of modern language learning and in the production and use of materials, including institutions engaged in the production and use of multi-media materials; to take steps that are necessary to complete the establishment of an effective European system of information exchange covering all aspects of language learning, teaching and research, and making full use of information technology. Consequently, the activities of the Council for Cultural Co-operation, its Committee for Education and its Modern Languages Section, have been concerned to encourage, support and co-ordinate the efforts of

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member governments and nongovernmental institutions to improve language learning in accordance with these fundamental principles and in particular the steps which they take to implement the general measures:

1.To ensure, as far as possible, that all sections of their populations have access to effective means of acquiring a knowledge of the languages of other member states (or of other communities within their own country) as well as the skills in the use of those languages that will enable them to satisfy their communicative needs and in particular:

1.1 to deal with the business of everyday life in another country, and to help foreigners staying in their own country to do so;

1.2 to exchange information and ideas with young people and adults who speak a different language and to communicate their thoughts and feelings to them;

1.3 to achieve a wider and deeper understanding of the way of life and forms of thought of other peoples and of their cultural heritage.

2.To promote, encourage and support the efforts of teachers and learners at all levels to apply in their own situation the principles of the construction of language-learning systems (as these are progressively developed within the Council of Europe ‘Modern languages’ programme):

2.1 by basing language teaching and learning on the needs, motivations, characteristics and resources of learners;

2.2 by defining worthwhile and realistic objectives as explicitly as possible;

2.3 by developing appropriate methods and materials;

2.4bydevelopingsuitableformsandinstrumentsfortheevaluating of learning programmes.

3.To promote research and development programmes leading to the introduction, at all educational levels, of methods and materials best suited to enabling different classes and types of student to acquire a communicative proficiency appropriate to their specific needs.

The preamble to R(98)6 reaffirms the political objectives of its actions in the field of modern languages:

– To equip all Europeans for the challenges of intensified international mobility and closer co-operation not only in education, culture and science but also in trade and industry.

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LANGUAGE PORTFOLIO: practical training

–To promote mutual understanding and tolerance, respect for identities and cultural diversity through more effective international communication.

–To maintain and further develop the richness and diversity of European cultural life through greater mutual knowledge of national and regional languages, including those less widely taught.

–To meet the needs of a multilingual and multicultural Europe by appreciably developing the ability of Europeans to communicate with each other across linguistic and cultural boundaries, which requires a sustained, lifelong effort to be encouraged, put on an organised footing and financed at all levels of education by the competent bodies.

–To avert the dangers that might result from the marginalisation of those lacking the skills necessary to communicate in an interactive Europe. Particular urgency was attached to these objectives by the FirstSummitofHeadsofState,whichidentifiedxenophobiaandultranationalist backlashes as a primary obstacle to European mobility and integration, and as a major threat to European stability and to the healthy functioning of democracy. The second summit made preparation for democratic citizenship a priority educational objective, thus giving added importance to a further objective pursued in recent projects.

To promote methods of modern language teaching which will strengthenindependenceofthought,judgementandaction,combined with social skills and

responsibility. In the light of these objectives, the Committee of Ministers points out «the political importance at the present time and in the future of developing specific fields of action, such as strategies for diversifying and intensifying language learning in order to promote plurilingualism in a pan-European context» and drew attention to the value of further developing educational links and exchanges and of exploiting the full potential of new communication and information technologies.

Ex. 2. Answer the questions:

1.What are the general measures implemented by member governments and nongovernmental institutions?

2.How do you think which one is the most effective in achieving the main aim? Why?

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3. What is the political importance in promoting plurilingualism in a pan-European context?

Ex. 3. Comment on the three basic principles of the work of the Council for Cultural Co-operation of the Council of Europe.

Ex. 4. Study the following EU initiatives and support programmes and discuss.

A. Support programmes

1.Erasmus + Programme, which started in January 2014, is the new EU programme for Education, Training, Youth and Sport for 2014–2020. The promotion of language learning and linguistic diversity is one of the programme’s specific objectives.

2.Creative Europe Programme

In addition to educational and training programmes, financial assistance for language projects is available under the Creative Europe programme, in which support is provided for the translation of books and manuscripts under the Culture sub-programme.

3. Other support

The EU supports the European Centre for Modern Languages (ECML), whose mission is to encourage excellence and innovation in language teaching, and to help Europeans learn languages more efficiently. The ECML’s main aims are to help Member States implement effective language teaching policies.

The EU has adopted various measures for the preservation and promotion of regional and minority languages. They include the Mercator European Research Centre on Multilingualism and Language Learning which is part of a network of five research and documentation centres specialising in regional and minority languages within the European Union. Activities for which support was provided also include:

–other projects for regional and minority languages such as ADUM (a project offering information on EU programmes relevant for the funding of minority language promotion projects), the Celtic, Regional and Minority Languages Abroad Project (CRAMLAP) and the Network to Promote Linguistic Diversity (NPLD);

–sign languages (Dicta-Sign and SignSpeak);

–bilingual education (E-content and language-integrated learning (ECLIL)).

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LANGUAGE PORTFOLIO: practical training

B. Other EU initiatives

1. Action plan and framework strategy

In response to an EP resolution of 13 December 2001 on regional and lesser-used European languages and to a relevant Council resolution, in July 2003 the Commission adopted an action plan on ‘Promoting language learning and linguistic diversity’, setting out three areas in which it would be providing funding for short-term action to support measures taken by Member States under existing Community programmes. The three areas are: lifelong language learning; improving the teaching of foreign languages; and creating a language-friendly environment. In 2005 the action plan was supplemented by the new framework strategy for multilingualism. The results of the action plan at national and European level were summed up by the Commission in a report in autumn 2007. This report is intended to serve as the basis for further measures in the field of multilingualism policy.

In 2008 the Commission adopted a communication entitled ‘Multilingualism: an asset for Europe and a shared commitment’, which laid down a framework for the EU’s policy on multilingualism. The communication called for the mainstreaming of multilingualism throughout all relevant policy areas, reached out to a wide range of stakeholders, and recommended close cooperation with, and among, them.Theapproachtomultilingualismreachesouttonewandsteadily growing groups of learners who, so far, have only marginally been addressed in this context (school drop-outs, immigrants, students with special learning needs, apprentices and adults).

2. Raising awareness of the importance of foreign languages Encouraged by the huge success of the European Year of Languages (2001), the EU and the Council of Europe decided to celebrate the European Day of Languages every year on 26 September, with all sorts of events to promote language learning. Like the earlier European Year of Languages, this action is designed to raise awareness among citizens of the many languages spoken in

Europe and to encourage them to learn languages. 3. Comparability of data on language competence

In 2005 the Commission proposed to the EP and the Council the introduction of a European indicator of language competence. The frameworkwassetoutinaCommissioncommunicationadoptedon13 April2007.Thisindicatorisintendedtomakeasubstantialcontribution

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to achieving the ‘mother tongue + two’ objective by enabling foreign language competence to be measured in a comparable way in all Member States. The first results of the language survey conducted in 2011 became available in 2012.

4. Online observatory for multilingualism

The EU has an online observatory for multilingualism called Poliglotti4.eu. This is a project to promote multilingualism in Europe that resulted from the deliberations of the EU Civil Society Platform on Multilingualism. The project website reports on best practice in language policy and language learning, and provides policymakers, teachers, learners and civil society organisations with a powerful toolkit for benchmarking and enhancing their activities in non-formal and informal education and learning sectors.

Ex. 5. Search for more information on EU initiatives and support programmes on the Internet.

Ex. 6. Find the information on the Language policy in Russia.

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LANGUAGE PORTFOLIO: practical training

UNIT 3

Levels of Foreign Language Proficiency

The aim is to learn the main objectives of the Language Policy in Europe, and implemented measures necessary for achieving them. To study the levels of foreign language proficiency, structure, aims and functions and the language portfolio itself. To improve the skills of collecting, selecting, and presenting your work, to learn how to present your knowledge and skills to others.

A student should:

–think consciously or deliberately about how you learn best or what is most meaningful to you about what you’ve learned;

–focus on your own patterns, habits, and preferences as a learner;

–identify what doesn’t work well for you, repeat what does, and develop strategies for addressing difficult tasks or overcoming obstacles.

Mastering the aspects mentioned above will contribute to the formation of the following competences:

–the ability to structure and integrate knowledge from different professional spheres and be ready to use and develop the knowledge in the course of accomplishing professional tasks (GPC-13);

–the ability to study native language speech behavior, describe new language processes in social, political and cultural life of the foreign society (GPC-16);

–the ability to analyze phenomena and processes necessary to demonstrate and confirm theoretical results of the research (GPC-17);

–to own the methods of cognitive and formal natural language modelling and methods of creating metalanguages (PC-18).

Ex. 1. Read the text below.

One of the aims of the Framework is to help partners to describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications. For this purpose the Descriptive Scheme and the Common Reference Levels have been developed. Between them they provide a conceptual grid which users can exploit to

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