Creating task-based oral foreign language exams linked to the CEFR in higher education

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Sandra Reisenleutner
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Oral Language ◽  
Oral Exam ◽  
Classroom Activities ◽  
Grading Systems ◽  
Starting Point ◽  
Form Part ◽  
The University ◽  
Answer Format

AbstractOral language exams at university often consist of an individual or group conversation with the examiner about topics dealt with during the semester. A question-and-answer format is applied and vocabulary and structures tested. As a consequence, the oral exam does not reflect action-oriented approaches that often form part of classroom activities and are also fostered by the CEFR. This article describes the process and outcomes to date of action research carried out at the University of Sheffield and the University of Nottingham since 2014. The starting point is that many courses are linked to CEFR levels, which I wanted to include in oral language exams by working with descriptors. The article illustrates ways of making oral language exams more task-based, while still ensuring that topics, structures and vocabulary dealt with during the semester are incorporated. The process of changing the exam is described and examples are given. I also pose the question of how level descriptors of the CEFR might be linked to marking schemes and grading systems of British universities.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Implementing English-Taught Programmes in Higher Education in Spain

2020 ◽  
pp. 138-150
Author(s):  
Victor Pavón-Vázquez
Keyword(s):  
Higher Education ◽  
International Students ◽  
Foreign Language ◽  
Language Learning ◽  
Bilingual Programs ◽  
University Policy ◽  
Material Resources ◽  
Institutional Profile ◽  
Definition Of ◽  
The University

The acceptance of English as the lingua franca of the academic world has triggered the flourishing of different approaches to promote the learning of English as a foreign language in higher education. Under the umbrella of supranational regulations (as in the case of Europe), the promise of linguistic gains runs parallel with the necessity to attract international students, to promote the international and institutional profile for the universities, and to enhance employability for graduates. At the university of Córdoba, studies or courses taught through a foreign language are part of a larger university policy, and the decisions were based on clear definition of content and language learning outcomes and human and material resources available. This chapter describes the implementation of bilingual programs at this university, offering a picture of the challenges and problems that emerged and of the initiatives that were adopted.

scholarly journals STRUCTURING OF THE VARIATIVE LANGUAGE TRAINING CONTENT AT THE UNIVERSITY

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
Y TIMKINA ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
System Approach ◽  
Educational Process ◽  
Language Training ◽  
Educational Standards ◽  
System Integrity ◽  
Training Content ◽  
The University ◽  
Variation Part

The article deals with the issues of structuring the variative foreign language training content. Variative foreign language training consists of a basic mandatory part for all students, which implements the requirements of Federal state educational standards at a minimum level and variation part. The variation part, represented by educational variants, is designed to meet the cognitive needs of students and take into account personal characteristics that affect the acquisition of a foreign language at the University. It is shown that the system approach is the basis for structuring the content. Professionally oriented foreign language training in higher education is considered as part of the higher education system, is subject to general goals, is regulated by the standard, program, and includes the levels of higher education: bachelor's, master's, specialty, and postgraduate. Disciplines related to foreign language acquisition are focused on the formation of foreign language communication skills, and also allow forming flexible skills that are necessary by specialists in different areas of professional activity today and are increasingly in the future. It is noted that the system approach regulates the construction of variative training parts in the aggregate, due to their interaction. The core of the system is the basic and variation variants availability. The framework of the system is the educational standards requirements, the educational program data, which sets the terms of the course development, the number of hours for classroom and self-study work, the form of intermediate and final control. The system integrity is manifested in the presence of horizontal and vertical links between the educational process elements. Horizontal links are located in the relationship between the basic and variation parts at each education level. Vertical links are found between the basic and additional parts of all levels on the basis of content and technology continuity. Continuity is understood as taking into account the individual level of educational achievements and reliance on the studied material. The results led to structure the variative foreign language training content in "Animal husbandry", to identify the basic and variation parts for the growth and development of foreign language skills and orientation training to suit individual needs and students’ characteristics.

scholarly journals De la Licenciatura al Grado en Pedagogía: ¿Cambios en las capacidades cognitivas que desarrollan los estudiantes?

2017 ◽  
Vol 21 (4) ◽  
pp. 315-335
Author(s):  
Maria Luisa García Hernández ◽  
Nicolás Martínez Valcárcel ◽  
Mónica Porto Currás
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Basic Skills ◽  
Research Data ◽  
The Other ◽  
Cognitive Capacities ◽  
Knowledge Domains ◽  
Starting Point ◽  
Thinking Process ◽  
The University

Resumen:El momento de cambio en el que se encuentra inmersa la Educación Superior ha provocado la aparición de numerosos términos (objetivos, competencias, habilidades, capacidades, etc.), que pueden ser evaluados con la finalidad de conocer cómo es el aprendizaje del estudiante.En este sentido, uno de los objetivos de este artículo es mostrar cuáles son las capacidades cognitivas que, según las experiencias de los estudiantes, se han potenciado a lo largo de su formación. Concretamente, para este estudio se han recogido datos vinculados con la titulación de Pedagogía de la Universidad de Murcia, trabajando con tres promociones distintas (dos de ellas de Licenciatura y una de Grado). Asimismo, destacar que la información recogida proviene de la experiencia y vivencia del alumnado, que ha recordado cuáles habían sido las capacidades cognitivas fomentadas en cada materia, por lo que se ha tomado al estudiante como fuente primaria. Para el análisis e interpretación de la información obtenida se ha tomado como referencia el trabajo de Marzano y Kendall (2007), quienes elaboran una taxonomía de capacidades cognitivas partiendo de diferentes propuestas sobre los procesos de pensamiento y los dominios del conocimiento. Por último, del análisis elaborado podemos reseñar, por un lado, el fomento de las capacidades más básicas -la recuperación, comprensión y análisis- en ambos Planes de Estudios. Y, por otro lado, el incremento de capacidades más complejas en el Grado con respecto a la Licenciatura.Abstract:The moment of change in which Higher Education is involved has caused the appearance of multiple concepts (goals, competences, skills, capacities and so on) which can be evaluated with the purpose of knowing in depth the learning process of our students.In this sense, one of the goals of this article is to show, according to the students experiences, which cognitive capacities have been powered in their learning process. More concretely, for this research, data linked with the degree of Pedagogy in the University of Murcia have been collected, working with three different promotions (two of the belong to the Bachelor in Pedagogy and the other one the current degree). In this way we have to highlight that the information collected comes from the experiences and livings of our students, which has remembered the cognitive capacities promoted in each subject, so the student has been taken as a primary source.For the analysis and interpretation of the information collected, the research made by Marzano and Kendall (2007) has been taken as a reference. These two authors elaborated a taxonomy of cognitive capacities taking different proposals about the thinking process and knowledge domains as a starting point. Finally, we can outline from our analysis the promotion of the most basic skills, recovery, comprehension and analysis in both teaching plans. On the other hand, the increase of more complex capacities is more present in the Degree in Pedagogy than in the Bachelor in Pedagogy.

scholarly journals Wykorzystanie techniki swobodnych tekstów C. Freineta dla wspomagania rozwoju mowy i myślenia w języku obcym u studentów neofilologii

2020 ◽  
pp. 315-324
Author(s):  
Zdzisław Aleksander
Keyword(s):  
Foreign Language ◽  
Personal Experience ◽  
Intellectual Development ◽  
Language Skills ◽  
Language Teachers ◽  
Free Text ◽  
Verbal Expression ◽  
Starting Point ◽  
The One ◽  
The University

In everyday practice, the university has a task of shaping the intellect and developing the mental culture of students. The creative and active character of a person's personality is manifested and shaped in the process of exteriorization and expression. Based on the concept of language and thinking, attention should be paid to the particular importance of verbal expression. The basis here is the hypothesis that thought is realized in a word. As we develop a language, we also increase opportunities for externalization and improvement of thought. The article emphasizes values of verbal expression and its role in the personal experience and assimilation of the world, in shaping creative attitudes. The author recommends linking creative work of neophilology students to the mastery of a foreign language with the formation of their intellect and humanistic attitudes. Such conditions enabling, on the one hand, the improvement and enrichment of language skills and, on the other hand, free expression of one's thoughts are created by learning based on the technique of free text developed by French educator C. Freinet. The article shows how the technique of free text can not only be an auxiliary element, but can become a starting point and crucial issue in the work on the practical mastery of a foreign language and intellectual development of students, as well as how to anchor the improvement of language skills in intelligence, dynamics and expression of future language teachers.

State and University in Egypt During the Period of Socialist Transformation, 1961–1967

1976 ◽  
Vol 38 (1) ◽  
pp. 57-87 ◽  
Author(s):  
Fauzi M. Najjar
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
The State ◽  
State System ◽  
Administrative Structure ◽  
Government Department ◽  
British Rule ◽  
Form Part ◽  
Egyptian Government ◽  
The University

In Egypt, as in most developing countries, universities form part of the state system. The university is regarded as a government department. The Egyptian government not only appropriates money for higher education, but also controls the administrative structure of the universities and the higher institutes. Academic appointments as well as promotions and dismissals are in the hands of state officials. This kind of relationship dates back to 1925, when the Egyptian government “nationalized” and created what is now the University of Cairo. This development is closely related to the rise of Egyptian nationalism and the efforts of Egyptian leaders to achieve independence from British rule. Right from the beginning, the university was therefore conceived as an important instrument for the realization of national (political) goals.

Standardising assessment to meet student needs in foreign language modules in a university context: Is standardisation possible?

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Anna Nunan
Keyword(s):  
Foreign Language ◽  
Reliability And Validity ◽  
Informational Texts ◽  
Student Needs ◽  
Student Expectations ◽  
Classroom Activities ◽  
Communicative Ability ◽  
Consistent Manner ◽  
Intended Learning Outcomes ◽  
The University

AbstractThe Applied Language Centre at University College Dublin offers foreign language modules to students in ten languages at CEFR levels ranging from A1 to B2. Efforts have been underway in the Centre to standardise the assessment components across languages to ensure parity between module credits and to meet student expectations as they migrate from one language module to another and one language level to the next. This process has involved close scrutiny of the reliability and validity of the existing testing techniques and attempts at improving rater reliability across languages and levels as well as the endeavour to tailor exam components to student needs. The university language modules focus on communicative ability and functional language use (students write short e-mails, respond to informational texts, etc.), so it is important that the assessment weighting and the examination material also relate to the immediate, practical needs of students (often beginners in a new language in this context). The proposed module outcomes need to be carefully tailored to the demands of university students and assessed in a fair and consistent manner across languages. The alignment between intended learning outcomes, classroom activities and assessment is crucial in this environment and requires constant evaluation and revision.

scholarly journals The Implementation of Foreign Language Learning Policies at State Islamic Higher Education

2019 ◽  
Vol 5 (1) ◽  
pp. 87-100
Author(s):  
Dian Dian
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Implementation Process ◽  
Foreign Language Learning ◽  
Document Analysis ◽  
Global Challenge ◽  
Learning Policies ◽  
The University ◽  
Regular Classes

Taking a part in foreign language learning in Indonesia has been an effort for the Indonesian people to be able to absorb and keep up with the development of science and meet the demand of global challenge. This study aims to investigate the implementation of foreign language learning policy at one of the state Islamic higher education as well as the challenges it encounters. The method used is descriptive qualitative by using instruments of observation, interviews, and document analysis. The results of this study show that the university implements language learning through the SKS program in regular classes, through courses in the language center, learning in the fields of Ma’had Lughawy and Ma'had Aly (Campus dormitory). Meanwhile, the problems faced in the implementation process are related to human resources, facilities, and learning methods used.   

scholarly journals Canzoni per l’insegnamento linguistico-culturale del tedesco e per la didattica della traduzione

EL LE ◽  
2020 ◽  
Author(s):  
Barbara Delli Castelli
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Translation ◽  
Distinctive Features ◽  
Song Lyrics ◽  
University Level ◽  
The University ◽  
The Way

This paper aims to discuss the way in which song translation can be used as an effective way of language/translation teaching, focussing in particular on German as a Foreign Language in higher education at the university level. Starting from some considerations about the distinctive features of song lyrics and their use as a didactic tool in foreign language, culture and literature classes, a reflection is proposed on a way to introduce pop songs also in language/translation classes in relation to a variety of possible translation skopoi.

scholarly journals Concepts, policies and actions of internationalization of Higher Education: reflections on the expertise of a North American University

2019 ◽  
Vol 24 ◽  
Author(s):  
Marlize Rubin-Oliveira ◽  
Hamilton de Godoy Wielewicki
Keyword(s):  
Higher Education ◽  
Point Of View ◽  
Internationalization Of Higher Education ◽  
Acting Out ◽  
Structured Interviews ◽  
American University ◽  
University Of Georgia ◽  
Starting Point ◽  
Research Questions ◽  
The University

ABSTRACT This paper aims to explore - from a decolonial point of view - concepts, policies and actions of internationalization of Higher Education at the University of Georgia based on a qualitative approach with individual semi-structured interviews, observations and documental analysis addressing two research questions about: the conceptions of internationalization of Higher Education; and how internationalization policies and actions are perceived within University of Georgia. From the analysis, three substantive categories have been identified: Subject, Place and Research. Those express concepts supporting policies and actions of internationalization. Subjects can be seen as the starting point and driving force of processes of internationalization. Places are spaces inherently filled with both contradictions and possibilities, bringing together participants who count on support and means to build bridges for understanding, by acting out interdisciplinary joint efforts of research to address complex issues affecting mankind as a whole.

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