14-15 September 2021 l ECML, Graz, Austria (pandemic permitting)
The ECML project “CEFR Companion Volume Implementation Toolbox” invites nominations to its upcoming workshop from teacher trainers and teacher educators, curriculum designers, test developers, who focus on language teaching in vocational training and/or university language teaching and who have some understanding of the action-oriented approach to language teaching.
The project will contribute to the implementation of an action-oriented and task-based approach in teaching, learning and assessment and will make teaching and assessment more relevant to the learner. It will help to stress the importance of mediation tasks, but also of plurilinguistic tasks and intercultural activities and the integration of transferable skills in teaching and assessment.
Working languages will be English and French with simultaneous interpretation.
Participants should have experience in one or more of the following domains:
Download the Workshop Description.
Download the Nomination Form.
Please email your completed nomination form to email@example.com by 12 noon Irish time, 21 June 2021.
The?CEFR Companion Volume?with its new Mediation Descriptors was published in 2018, bringing a new perspective to the concept of mediation in language classrooms. The ECML project ‘Mediation in Teaching, Learning and Assessment’ sets out to develop a?teaching guide for foreign language teachers of primary and post-primary education?who want to include crosslinguistic mediation in their classrooms. As part of this project, the ECML organised a two-day workshop on 18-19 May 2021.
The aims of this online workshop were to:
The Centre for Irish Language – Research, Teaching and Testing in Maynooth University was pleased that Ailín Ní Chonchúir from the Centre had the opportunity to attend the METLA workshop and share her experience with her colleagues.
Foilsíodh an Companion Volume, comhleabhar a dhéanann forbairt ar an bhFráma Tagartha Comónta Eorpach, sa bhliain 2018. Mar chuid den chomhleabhar seo, foilsíodh tuairiscíní don Idirghabháil mar ghníomh teanga den chéad uair – ag tabhairt úire is beocht di mar ghníomh cumarsáideach teanga. Tá sé mar aidhm ag tionscadal METLA de chuid an ECML treoirleabhar a fhoilsiú a bheadh dírithe ar mhúinteoirí teanga ag an mbun agus ag an meánleibhéal oideachais ar mian leo an idirghabháil thrasteangeolaíoch a chur san áireamh ina seomraí ranga. Mar chuid den tionscadal seo, d’eagraigh an ECML ceardlann dhá lá ar an 18-19 Bealtaine 2021.
An aidhm a bhí leis an gceardlann ná
(i) aidhmeanna agus spriocanna an tionscadail a chur os comhair na rannpháirtithe
(ii) príomhphointí an tionscadail a mhíniú
(iii) samplaí de thascanna trasteangeolaíocha i dteangacha éagsúla a chur i láthair na rannpháirtithe
(iv) deis a thabhairt do rannpháirtithe a gcuid tascanna féin a dhearadh.
Tá áthas ar Lárionad na Gaeilge: Taighde, Teagasc agus Tástáil in Ollscoil Mhá Nuad go raibh deis ag Ailín Ní Chonchúir ón Larionad freastal ar an gceardlann agus a taithí a roinnt lena comhghleacaithe.
“During the 2-day workshop, participants had the opportunity to explore their own language learning environments using the EOL matrix and to draft an action plan for their own educational contexts. Schools are encouraged to give greater consideration and visibility to the European educational priority areas of human rights, democracy and inclusion when writing their school strategy for language education. Continuous project monitoring and evaluation of outcomes employing indicators of success are core components of the EOL action plan. Successful project implementation will ensure student empowerment.
Workshop participants were drawn from 28 Council of Europe countries. The structuring of workshop activities allowed for productive exchange of ideas and stimulating discussions about national priorities in language education policy and practice.”
Helen English, Maynooth Post Primary School
“The goal of action research communities for language teachers is to contribute towards quality enhancement in the language classroom through action research. Action research enables teachers to reflect on their practice, question it, and to propose and test innovations. Engaging in action research will enable teachers to improve the quality of their teaching as well as ensuring better outcomes for students. Action research also helps to initiate and facilitate dialogue between teachers and with school management. Action research can help to increase cooperation between teachers and in communities of practice. The project aims to design tools that will support teachers at any level of the education system and in any subject to engage in action research. It also aims to show how practice and action research are closely linked and one supports the other.”
Kènia Puig Planella, Post Primary Languages Initiative
“The ECML project is a European network of 70 partner schools in 13 countries. Participants have developed innovative approaches to establishing language-friendly learning environments in their respective schools. These approaches are captured in an action plan, framed within an EOL-Matrix designed to orientate schools in identifying their priorities and strengths as they set out to create conditions that will lead to the flourishing of languages and to strengthening plurilingual and intercultural competences.
Participants will be supported in the planning and implementation of their action plans by a project team and a repertoire of planning tools, memos and resources hosted on a working platform. Communication spaces such as the forum will allow participants to interact, exchange experiences and upload their own resources which will be shared within the project network.
Participants will work towards developing a masterplan that will widen the scope of the project to achieve a whole school language policy. It will aim to put languages at the heart of learning. It will actively promote multilingualism and plurilingualism. It will pursue strategies that favour intercultural education and encounters. It will seek to impact school ethos, climate, planning and organization so that issues of diversity, inclusion and interculturality are effectively addressed at institutional level.”
Helen English, Maynooth Post Primary School
“This informative workshop brought many stakeholders together from Deaf studies centres throughout Europe (and further afield). This space gave us the opportunity to discuss best practice in the teaching of signed languages. It created a platform for educators to share their experiences of implementing CEFR, and for novice users of the framework to get a solid grasp of what it entails. The primary focus of the workshop was to consider how advanced sign language levels can be attained through effective pedagogical strategies and considered assessment techniques (such as the European Language Portfolio).
This was a starting point and the participants are committed to moving forward with this initiative. There have already been tentative discussions of conducting a pilot study which the Centre for Deaf Studies, Trinity College Dublin, will be part of. There have already been fruitful email conversations, which are teasing out some of the issues as we reflect on the content of the two-day workshop.
This was an extremely worthwhile experience that has given me a deeper knowledge of CEFR and how we can continue to embed it into our Bachelor in Deaf Studies programme.”
Sarah Sheridan, Trinity College Dublin
“Use of the CEFR is increasingly prevalent in language education in Ireland. It has been used in the development of a programme for English as an Additional Language in Irish primary schools and in the development of the specifications for the new Junior Cycle language curricula, due to begin implementation in 2017. There has been a move in recent years to align university language syllabuses and assessments with CEFR levels, partly in response to new regulations introduced by the Teaching Council of Ireland, requiring second level language teachers to provide evidence of a minimum language proficiency of CEFR level B2.2. The CEFR has also been used to inform the development of standardised language tests, language teaching materials and CALL learning resources. The implementation of the CEFR in these contexts has great potential for stimulating innovation, as well as increasing transparency and cohesion in language education in Ireland as a whole. It is essential, however, that adequate quality assurance practices are established to ensure consistent, meaningful and effective use of the CEFR.
The ECML Quality Assurance Matrix will provide an invaluable resource to guide practitioners and policy makers in the planning, implementation and evaluation phases of CEFR-related projects, by encouraging self-reflection on key principles of quality, through the use of a freely accessible interactive online tool. In this way, it could contribute greatly to more meaningful, well-informed, consistent and effective use of the CEFR in all areas of language education in Ireland.”
Aoife Ní Ghloinn, Maynooth University
The European Centre for Modern Languages offer workshops on subject areas associated with particular language projects. Individuals with a special interest in the workshop can request to take part. Ireland can select one delegate to attend each workshop. Costs are covered by the ECML.
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