Mapping our language programmes Vicky Wright Centre for Language Study [email protected].

Mapping our language programmes

Vicky WrightCentre for Language Study

[email protected]

Issues which needed to be solved

• varied proficiency at entry• how to cater for the most able linguists• progression for native speakers & bi-linguals• ab-initio courses – do learners catch up?• falling numbers – especially in certain

languages

• the need for harmonisation across languages and across types of provision

Development

• 7 Stage framework of language competence developed by Centre for Language Study

• descriptors/competencies of national/ international language qualifications and frameworks analysed, e.g. LRS benchmarking statement, Common European Framework & IELTS

• descriptors/learning outcomes evolved for all languages taught following comparative review of end of year exam scripts and assignments external examiners consulted

A2 A-B

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Language Stages: entry levels

A2 C-E

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Language Stages: entry levels

GCSEA-C

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Language Stages: entry levels

Ab initio

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Language Stages: entry levels

Ab initio GCSEA-C

ASA-B

A2 C-E

A2 A-B

IELTS

6.5Bi-lingual

/NS

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Language Stages: entry levels

A2 A-B

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Year 1

Year 2

RA

Year 4

Language Stages: progression

Normal progression is ONE Stage per academic year

A2 C-E

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Year 1

Year 2

RA

Year 4

Language Stages: progression

Ab initio GCSEA-C

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

beginners

Year 1accelerated beginners

Year 2

RA

Year 4

?

Year 1acc. beginner + a related language

Year 2

RA

Year 4

Language Stages: progression

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7CEF A2 CEF B1 CEF B2 CEF B2

/C1CEF C1 CEF

C1 /C2CEF C2

GCSE Grade A/B

A2 Grade C

A2 Grade A/B

QAA BS

Minimum/typical standards (effective)

QAA BS

Typical (fluent)

LLAdvanced

12

LLProfic13/14

LLProfic 14/15

LLMastery

16

LL Mastery

17

Equivalencies at the end of a Stage…

Stage 3LISTENINGUnderstand vocabulary and structures relating to most everyday contexts as well as some specialised vocabulary relating to particular topics and experiencesUnderstand the gist of most spoken language delivered at normal speed in a familiar accent with some need for concession by a native speaker or written support.READINGUnderstand the main ideas and some implied meanings of texts in the most common registers and relating to familiar topicsExtract data and ideas from media texts of general interest with the support of reference materialsSPEAKING: INTERACTIONEngage with a degree of grammatical correctness and some spontaneity in conversations relating to most everyday topics as well as in conversations on some specialised topicsSPEAKING: PRODUCTIONExpress ideas and concepts with little hesitation.Manipulate language dealing with everyday topics, as well as some specialised ones, using a range of grammatical structures and vocabulary with a fair, if sometimes inconsistent, level of accuracy.WRITINGWrite coherent texts in a limited range of registers on everyday and some specialised topicsExpress facts and concepts clearly using some complex constructions and an appropriate range of vocabulary, but with some first language interference

Stage 4LISTENINGUnderstand a wide range of vocabulary and structures relating to mosteveryday contexts as well as some specialised vocabulary relating toparticular topics and experiencesUnderstand the gist and detail of most spoken language in a range ofregisters, delivered at normal speed with only occasional need forconcession by a TL speaker or written support. READINGUnderstand the main ideas and most detail in authentic texts in a variety of genres without too much effort Accurately extract information, ideas, opinions and hypotheses relating to most general topics and to specialised topics of personal interestSPEAKING: INTERACTIONEngage confidently and accurately in conversations relating to everyday topics and a range of specialised onesSPEAKING: PRODUCTIONSuccessfully present facts and ideas with the help of visual aids.Manipulate language dealing with everyday topics, as well as somespecialised ones, using a range of grammatical structures and vocabulary with a reasonable level of accuracy. WRITINGWrite in a variety of common genres in order to communicate information, ideas, concepts and opinions relating to a variety of situations and topicsWrite accurate texts which are cohesive at sentence, paragraph and whole text level. Use complex grammatical structures and appropriatevocabulary, but still with first language interference

Descriptors and differentiation

Stage 6WRITINGWrite clearly in a range of appropriate styles on complex topics in a range of genres. Express arguments and conclusionsWrite coherent and accurate texts where errors and infelicities do not compromise the communicative effectiveness of the writingMEDIATIONTranslate short written and spoken texts in a variety of genres from TL into English maintaining the content and beginning to approximate the style

Stage 7WRITINGWrite clearly in a variety of styles and registers and select the appropriate style for the purpose Write fluent and accurate texts where errors and infelicities are unobtrusive and do not compromise the effectiveness of the writingMEDIATION Translate short written and spoken texts in a variety of genres from TL into English, transferring content and style effectively Translate short written texts and spoken English in a variety of genres into TL, maintaining content and accuracy and beginning to approximate to style and idiom.

Descriptors and differentiation

Course details• 30 credits over 2 semesters (some variation)• language courses are independent of year of

study (the Stage is determined by the Programme of Study)

• documentation covers – understanding, production, mediation – language learning strategies – communication strategies – language knowledge and awareness – knowledge and understanding of the target language and culture – key skills – teaching and learning methods – independent learning – assessment

Final thoughts…

• we have done a lot more talking across languages (peer observation etc)

• different types of provision are using variants of the same Stages

• it has been possible to merge smaller classes • it is easier to launch new classes/new languages• not as much harmonisation as we would like• there are a number of areas we would like to work

on e.g. the question of acceleration• the question of PG work…