![Some examples
from the focus groups
2. Considered more challenging to
address as classroom teaching / learning
objectives:
‘Can enter unprepared into conversations
on familiar topics […]’
‘Pronunciation is clearly intelligible even
if a foreign accent is sometimes evident
[…]’
©Eaquals 06/08/2014 23](https://image.slidesharecdn.com/ca-dostatementstimgoodierworkshoppresentation-151125150254-lva1-app6891/85/Can-do-statements-how-do-teachers-really-work-with-them-23-320.jpg)
![Notable quotes from
the focus groups
Theme 2: ‘Lesson planning is influenced by more factors that the
CEFR can-do statements address’
I think it's, er, educational background […] they think that perhaps the way
to fluency is through the grammar, the grammar focus, whereas you know
the way we learn in the UK is kind of the opposite to that, so for me it's, if I
want to learn a language I wouldn't really think about that, but I think that it's
to do with their educational background.
I think about grammatical accuracy or phonological control just because you
can hear instantly if they are right or wrong, um, well not right or wrong, um,
easy, yeah, what am I trying to say? Yeah when I looked, when I looked at
the others, like listening comprehension it's really hard to know because it's,
how do you know how much they've really understood you've got your
questions but, how do you know, I'll be covering everything?
©Eaquals 06/08/2014 27](https://image.slidesharecdn.com/ca-dostatementstimgoodierworkshoppresentation-151125150254-lva1-app6891/85/Can-do-statements-how-do-teachers-really-work-with-them-27-320.jpg)
![Notable quotes from
the focus groups
Theme 3: ‘Integration of can-do statements with course
content is problematic’
A: Sometimes you just get a token thing in a coursebook […]
B: But there's been no practice of that, they might have
presented it but there's been no practice
A: Yeah in the coursebook
C: Yeah so how can they do it? They haven't, unless the
teacher created something and did something with that
language to practice it, and the students somehow had a go
at manipulating it [...]
©Eaquals 06/08/2014 28](https://image.slidesharecdn.com/ca-dostatementstimgoodierworkshoppresentation-151125150254-lva1-app6891/85/Can-do-statements-how-do-teachers-really-work-with-them-28-320.jpg)
![Notable quotes from
the focus groups
Theme 4: ‘Can-do statements are a useful roadmap and
reflection tool’
A: It's nice to have a framework, so that you're not always
looking at a blank canvas, it's tiring teaching let alone
planning so having a basis that can be used as it is albeit not
always great, and it's good to have, but yeah, it's good to
have something to adapt from [...]
B: Being aware that it something that's adaptable, that it's not,
it's not a strict framework that you're following, it's something
that is there if you want to have a look at it, because might be
based on it, but knowing that I can actually do what I want
with this [...]
©Eaquals 06/08/2014 29](https://image.slidesharecdn.com/ca-dostatementstimgoodierworkshoppresentation-151125150254-lva1-app6891/85/Can-do-statements-how-do-teachers-really-work-with-them-29-320.jpg)
Can-do statements: how do teachers really work with them?
- 1. Can-do statements: how do teachers really work with them? Tim Goodier, EAQUALS members’ meeting, Nice 2015 ©Eaquals 06/08/2014 1
- 2. Agenda I. Using can do statements as learning aims / objectives / outcomes – review & rationale II. Brief description of my qualitative research project III. Themes arising from focus group interactions IV. Strategies for integration of can-dos with course resources V. Some conclusions ©Eaquals 06/08/2014 2
- 3. Warm up activity 1 Complete the sentence (concisely): ‘Accreditation bodies such as Eaquals tend to look favourably on the exploitation of can do statements in language teaching and learning because…’ ©Eaquals 06/08/2014 3
- 4. Warm up activity 2 To what extent do you see a difference between the following in language teaching and learning? Stated learning aims Stated learning objectives Stated learning outcomes ©Eaquals 06/08/2014 4
- 5. I. Why use can do statements as stated learning aims / objectives / outcomes? • Established use of the CEFR* common scale • Assessment ‘wash back’ • Language study as a means to a communicative end • The need for signposting in formal learning • Providing a clear connection between classroom activities and tangible ‘take aways’ for real-world communication ©Eaquals 06/08/2014 * The Common European Framework of Reference, Council of Europe, 2001 5 Review & rationale
- 6. Review: some key properties of CEFR can-do statements • Concrete, having stand-alone integrity • Occupying a clear / agreed / plausible position on a scale of A1-C2 • Positively formulated even at lower levels • Translatable into any language • Empirically validated through large-scale Rasch analysis of teacher ratings ©Eaquals 06/08/2014 6
- 7. The CEFR text ©Eaquals 06/08/2014 7 The scales The descriptive scheme, including: -Situational contexts - Themes (topics) - Mediating strategies - Paralanguage - Text / media types - Sociocultural & intercultural knowledge - Study skills etc.
- 8. Review: what the CEFR scales are not • A specification for a particular language (including structural features) • A manifesto for communicative or task- based language teaching methodology • A fully comprehensive and finite system of reference • A sequential course of teaching items ©Eaquals 06/08/2014 8
- 9. So not an ‘off the shelf’ classroom tool… ©Eaquals 06/08/2014 *North, 2014 9 ‘Unzipped’* / course- adapted can dos Communicative language activities Communicative language competences Global scale descriptors • Pedagogic aims supported by classroom tasks and language specifications • Observable outcomes • Appraisal of task achievement • Observable behaviours • Detailed assessment criteria • Self-evaluation • Global assessment criteria Scales in CEFR chapter 3 Scales in CEFR chapter 5 Scales in CEFR chapter 4 It’s up to us!
- 10. Example: The core inventory for English ©Eaquals 06/08/2014 10
- 11. Exemple: Inventaire linguistique des contenus clés des niveaux du CECRL ©Eaquals 06/08/2014 11
- 12. Musicianship: a performance analogy • I can play ‘Greensleeves’ • I can play ‘Chopsticks’ • I can play Rachmaninov’s Piano concerto no.2 • I can name that tune in 4 • I can quickly transcribe music with high precision ©Eaquals 06/08/2014 12 • Can agree and disagree with others (informal discussion A2) • Can ask people for things and give people things (goal-oriented cooperation A1) • Can give clear, smoothly flowing, elaborate and often memorable descriptions (Sustained monologue C2) • Can catch the main point in short, clear simple messages and announcements (Listening to announcements & instructions A2) • Can take detailed notes during a lecture on topics in my field of interest, recording the information so accurately and so close to the original that the notes could also be useful to other people (Note-taking in lectures, seminars etc. C1) From the CEFR
- 13. An unlikely performance (but likelier lesson plan) ©Eaquals 06/08/2014 13 Programme - The scale of B minor, 3 octaves - Sight reading task, grade 8 Interval – refreshments in the foyer bar - Vladimir completes scoring exercise 12 from unit 6 of ‘Rudiments and Theory of Music’ - Freer practice on the topic of minor chords
- 14. Everyday lesson planning: building the ‘course in action’ ©Eaquals 06/08/2014 14 This week’s lessons I need something topical to get students interested, there are 3 journalists in the class. This week’s news? I have a favourite presentation activity I created that goes with news, it’s in my folder Add some multi-media to keep the lesson engaging, that Youtube news video on cyber crime? The students asked for more grammar this week – reporting verb patterns go with news and crime (anticipated difficulties?) I need to get to unit 7 of the course book by next week – there’s a good reading comprehension on journalism on page 42 ….and the communicative aim is? v v
- 15. Activity (10 minutes): Look at our fictional teacher’s thoughts on handout 1 Help her/him to formulate some communicative lesson aims, selecting and adapting from the given B2 syllabus of communicative tasks based on can do statements - What are the advantages and disadvantages of this workflow? - Would the average language teacher be more likely to work in the opposite direction from statement to content? Why? / Why not? - What else might a teacher do with the communicative aims you selected / adapted, apart from writing them on the board? ©Eaquals 06/08/2014 15
- 16. II. Brief description of qualitative research (2014 Kings College London) ©Eaquals 06/08/2014 16 2. To what extent do published English language published course materials benchmarked to the CEFR support teachers to adopt a CEFR can-do action-oriented approach?’ 1. To what extent do English language teachers working in the UK view the exploitation of CEFR can-do statements as assisting in the effective negotiation, planning and delivery of lessons and courses? Teacher focus groups Materials review Themes
- 17. Focus group composition Group Years of in-service experience Teaching context University pre- sessional Private school Pilot : 5 teachers at Eurocentres UK school A 3 X 9 X X 4 X 11 X X 15 X 6 teachers at Eurocentres UK school B 7 X 17 X 3 X 3 X 4 X 10 X 5 teachers working in different ELT contexts across London 8 X 12 X 8 X 8 X 17 X X ©Eaquals 06/08/2014 17
- 18. Focus group tasks ©Eaquals 06/08/2014 18 1. Looking at CEFR table 2 (Council of Europe, 2001) for self-evaluation in a second language and reacting to this with discussion of pedagogic implications. (SEE HANDOUT 1) 2. Viewing a sample student book unit map from a popular course book, contrasted with a downloadable document mapping the same unit to CEFR can-do statements and discussing how they might be utilised. (SEE HANDOUT 2)
- 19. Activity (3-4 minute discussion): Discuss how table 2 of the CEFR (on handout 3) might be used / is used in a context you know: • At the beginning of a course of language study? • During a course of language study? • At the end of a course of language study? ©Eaquals 06/08/2014 19
- 20. ©Eaquals 06/08/2014 20 CEFR Table 2: some reactions from the focus groups ‘I suppose it's, it is a good tool in that sense, to, if someone is saying, 'I really want to move up to the next level', and as a teacher you’re thinking, 'No, you're not ready.' Instead of just saying no you're not ready because I judge, (...) it's if we have something there that says, well can you do this? You're including that student in the process - it's self-diagnosis for the student isn't it? (...)’ ‘I just I feel, again now I feel a bit too wordy, and it would be good if it was broken, broken down and then, as you do the course, you do it in a periodical way, and it's, well you know it's ok 'I'm going for A2, I'm starting at A1 and I'm looking to progress, so er, or starting at A1 I'm looking to complete all of this,' so, and then you can go back at the end, and you say 'right, I've ticked I have done all this now'. I think, really it should be incorporated rather than just presented to start, it needs to be made more accessible for students I think.’
- 21. Activity (10 minute discussion): Look at the course book unit map in handout 2 (reverse) (i) Identify two can-do statements that you think would be relatively straightforward to address as classroom teaching / learning objectives (ii) Identify two can-do statements that you think would be more challenging to address as classroom teaching / learning objectives ©Eaquals 06/08/2014 21
- 22. Some examples from the focus groups 1. Considered relatively straightforward to address as classroom teaching / learning objectives: ‘Can give or seek personal views and opinions in discussing topics of interest.’ ‘Can express and respond to feelings, such as surprise, happiness, sadness, interest and indifference.’ ©Eaquals 06/08/2014 22
- 23. Some examples from the focus groups 2. Considered more challenging to address as classroom teaching / learning objectives: ‘Can enter unprepared into conversations on familiar topics […]’ ‘Pronunciation is clearly intelligible even if a foreign accent is sometimes evident […]’ ©Eaquals 06/08/2014 23
- 24. III. ‘Themes’ arising from focus group interactions ©Eaquals 06/08/2014 24 Theme 1: ‘CEFR Can-do statements represent an over-generalisation of language use and improvement.’ Theme 2: ‘Lesson planning is influenced by more factors that the CEFR can-do statements address’ Theme 3: ‘Integration of can-do statements with course content is problematic’ Theme 4: ‘Can-do statements are a useful roadmap and reflection tool’ N.B. these are general propositional themes, not quoted opinions
- 25. Activity 3 (10 minute discussion): In groups of 4 , each choose a different theme from handout 3, complete the questionnaire, and then report back to the group on any ‘strongly agree / disagree’ opinions you marked. ©Eaquals 06/08/2014 25
- 26. Notable quotes from the themes Theme 1: CEFR Can-do statements often represent an over-generalisation of language use and improvement.’ A: I think the word 'can do' …'By the end of the lesson you will be able to... is a bit controversial because, yeah, maybe not use ‘can do’, by the end of the lesson you can do or ‘will be able to’ B: But it's just a synonym! C: But how do you know that they can do it anyway! A: Yeah because it's, it's in such a short time, just because you taught it doesn't mean, and they've used it in the lesson, doesn't mean … ©Eaquals 06/08/2014 26
- 27. Notable quotes from the focus groups Theme 2: ‘Lesson planning is influenced by more factors that the CEFR can-do statements address’ I think it's, er, educational background […] they think that perhaps the way to fluency is through the grammar, the grammar focus, whereas you know the way we learn in the UK is kind of the opposite to that, so for me it's, if I want to learn a language I wouldn't really think about that, but I think that it's to do with their educational background. I think about grammatical accuracy or phonological control just because you can hear instantly if they are right or wrong, um, well not right or wrong, um, easy, yeah, what am I trying to say? Yeah when I looked, when I looked at the others, like listening comprehension it's really hard to know because it's, how do you know how much they've really understood you've got your questions but, how do you know, I'll be covering everything? ©Eaquals 06/08/2014 27
- 28. Notable quotes from the focus groups Theme 3: ‘Integration of can-do statements with course content is problematic’ A: Sometimes you just get a token thing in a coursebook […] B: But there's been no practice of that, they might have presented it but there's been no practice A: Yeah in the coursebook C: Yeah so how can they do it? They haven't, unless the teacher created something and did something with that language to practice it, and the students somehow had a go at manipulating it [...] ©Eaquals 06/08/2014 28
- 29. Notable quotes from the focus groups Theme 4: ‘Can-do statements are a useful roadmap and reflection tool’ A: It's nice to have a framework, so that you're not always looking at a blank canvas, it's tiring teaching let alone planning so having a basis that can be used as it is albeit not always great, and it's good to have, but yeah, it's good to have something to adapt from [...] B: Being aware that it something that's adaptable, that it's not, it's not a strict framework that you're following, it's something that is there if you want to have a look at it, because might be based on it, but knowing that I can actually do what I want with this [...] ©Eaquals 06/08/2014 29
- 30. IV. Strategies for integration of can-dos with course resources ©Eaquals 06/08/2014 30 1. Unit maps for teachers using the original can-do statements taken from chapters 4 & 5 2. Simplified learner-oriented can-do statements quoted in unit introductions / reviews, sometimes over-simplified to signal a unit topic e.g. ‘talk about complaining’ 3. Learner portfolios with ‘unzipped’ statements linked to course material, sometimes very specifically e.g. ‘I can write biographical questions to ask a famous designer’ Typical strategies seen in ELT Course books:
- 32. Discussion point (5 minutes) In your context, what has already been done, or what could be done, to support teachers’ mapping of can dos / communicative aims to course activities, resources and materials? ©Eaquals 06/08/2014 32
- 33. Example: DIY Resource finders ©Eaquals 06/08/2014 33
- 34. Example: Online portfolio-style lists ©Eaquals 06/08/2014 34
- 35. Example: Online planning tools ©Eaquals 06/08/2014 35
- 36. V. Some implications • Adaptability vs. pre-packaged courses • Aims vs. outcomes • Language training vs. language teaching • Drop the ‘can’ in class • Mapping stated aims to resources • Multiple dimensions of cross referencing ©Eaquals 06/08/2014 36
- 37. References • COUNCIL OF EUROPE, 2001. The Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press • CLEMENTSON, T., GRAY, L. and SMITH, H., 2011. English Unlimited B1+ Intermediate Teacher's Notes. 1st edn. Cambridge: Cambridge University Press. • FIGUERAS, N., 2012. The impact of the CEFR ELT Journal, 66(4), pp. 477-485. • GRAVES, K., 1996. A framework of course development processes. In: K. GRAVES, ed, Teachers as course developers. Cambridge: Cambridge University Press, pp. 12-38. • MORROW, K., ed, 2004. Insights from the Common European Framework. Oxford: Oxford University Press. • NORTH, B., 2014. The CEFR in Practice. Cambridge: Cambridge University Press. • OXFORD UNIVERSITY PRESS, n.d. accessed 20/6/14, 20:13 BST. New Headway Intermediate 4th Edition CEF Map. Available online at https://elt.oup.com/catalogue: Oxford University Press. • SOARS, J. and SOARS, L., 2009. New Headway Intermediate 4th Edition Student's Book. 4th edn. Oxford: Oxford University Press. ©Eaquals 06/08/2014 37