Page 1
Reference frameworkReference frameworkfor the oral for the oral
communication competenciescommunication competenciesof second language learnersof second language learners
Immersion Education:Pathways to Bilingualism & Beyond
October 16-18, 2008 ; St. Paul, Minnesota
Thierry Karsenti & Simon Collin,
CRIFPE, Université de
Montré[email protected]
[email protected]
Page 2
IntroductionIntroduction
Reference Framework methodological elaboration
Reference Framework content
Reference Framework educational uses
Conclusion
Page 3
Reference Framework methodological elaboration
Page 4
A threefold elaboration processA threefold elaboration process
• Consultations and discussion groups with teachers and pedagogical consultants.*
• Review of the literature on oral communication competencies in L2 learning and teaching.
• Review of existing assessment frameworks in L2 learning and teaching.
Adaptation of our framework to other frameworks.
Aspects specific to French immersion.
Oral competency indicators.
Page 5
A threefold elaboration processA threefold elaboration process
Reference Framework with:
• 6 levels.
• 6 oral components.
Page 6
Reference Framework characterization
Page 7
Assessment characterizationAssessment characterization
Norm-referencing Criterion-referencing
Formative assessment Summative assessment
Direct assessment Indirect assessment
Performance assessment Knowledge assessment
Subjective assessment Objective assessment
Assessment by others Self assessement
= Reference Framework for oral competencies
Page 8
Reference Framework content
Page 9
The 6 oral componentsThe 6 oral components
VocabularyGrammar and
syntaxPresence of
L1
Pronunciation Rhythm and
intonation
General communicatio
n
skills
Page 10
The 6 levelsThe 6 levels
From level 0: Complete beginner.
To level 5: Expert.
◦Level 1: Beginner.
◦Level 2: Basic.
◦Level 3: Intermediate.
◦Level 4: Advanced.
Page 11
Level 0Level 0
◦Cannot communicate in French.
◦Can show some understanding by answering in L1.
Page 14
Level 1Level 1
◦Can rely on a small amount of vocabulary.
◦Can hardly build small and simple French sentences.
◦Can hardly pronounce, even at a slow pace.
◦Mainly uses L1 to communicate with peers.
Page 17
Level 2Level 2
◦Can use a simple and limited vocabulary.
◦Can use simple grammatical structures in French in different daily contexts.
◦Makes very frequent grammar, syntax and pronunciation mistakes.
◦Usually resorts to L1.
Page 20
Level 3Level 3
◦Can use good rhythm and pronunciation.
◦Can make complex sentences in French.
◦Can use a large but sometimes inaccurate vocabulary.
◦Faces oral difficulties when expressing complex ideas or unfamiliar topics.
Page 23
Level 4Level 4
◦Can rely on a large and usually accurate vocabulary.
◦Can communicate in a variety of contexts.
◦Can express complex ideas through argumentation, explanation, etc.
◦Can use a fluid rhythm and a clear pronunciation.
◦Can self-correct.
Page 26
Level 5Level 5
◦Can use a wide vocabulary.
◦Can communicate spontaneously or express complex ideas without L1, in almost any context.
◦Scarcely makes grammar and pronunciation mistakes.
Page 30
Reference Framework Reference Framework pedagogical pedagogical usesuses
Page 31
4 4 4 4 3 34 4 4 4 3 332 20 12 8 3 3 = 78
= 22
An example An example
4 4 4 4 3 34 4 4 4 3 3
Page 32
Pedagogical usesPedagogical uses
Assessment by others (teachers):
To assess one’s oral competencies, possibly at the initial stage.
To assess one’s oral competencies in comparaison with other learners.
To assess one’s oral competencies in comparison with previous results (to evaluate progress).
Self-assessment:
To assess one’s oral competencies.
To assess one’s oral competencies in comparison with previous results (to evaluate progress).
Page 33
Visually comparing one’s Visually comparing one’s different resultsdifferent results
4 4 4 4 3 34 4 4 4 3 3
= 2232 20 12 8 3 3 = 78
Page 34
Reference Framework video clips
Page 35
Website video clipsWebsite video clips
The video clips show real classroom interactions between learners or with teachers.
Each level is illustrated by video clips of French immersion learners (different ages).
Page 36
Website video clipsWebsite video clips
http://
acpi-cait.ca/referentiel/videos.php
Page 37
Video clip pedagogical usesVideo clip pedagogical uses
To help teachers in understanding and assigning the relevant levels to learners.
To position one’s oral competency level through viewing video clips of peers.
To get an idea of the next levels one could reach.
Page 38
For further informationFor further information
http://acpi.ca/:
◦To download the Reference Framework.
◦Free access to video clip.
◦More information.
Page 39
ConclusionConclusion
Pedagogical characteristics of the Reference Framework:
◦Grounded in French immersion teachers’ and learners’ reality.
◦Easy to use for teachers, learners, possibly parents.
◦Innovative.
Thank you for your attention
Page 40
Reference frameworkReference frameworkfor the oral for the oral
communication competenciescommunication competenciesof second language learnersof second language learners
Immersion Education:Pathways to Bilingualism & Beyond
October 16-18, 2008 ; St. Paul, Minnesota
Thierry Karsenti & Simon Collin,
CRIFPE, Université de
Montré[email protected]
[email protected]