European Frameworks of Reference for Language Competences Waldemar

European Frameworks of Reference for Language Competences Waldemar Martyniuk Language Policy Division, Council of Europe / Jagiellonian University, Poland

Documents analysed • Council of Europe, 2001: Common European Framework of Reference for Languages: Learning, teaching, assessment • OECD, 2003: The PISA 2003 Assessment Framework • Commission of the European Communities, 2005: Towards a European Qualifications Framework for Lifelong Learning • Commission of the European Communities, 2005: Proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning • Commission of the European Communities, 2006: Proposal for a recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning

Aspects analysed • • • Function Approach Parameters / Categories of description Descriptors Levels

CEFR • European framework of reference for development and assessment of proficiency in FL by adult learners • Common meta-language and common reference points for plurilingual education (FL) • Action-oriented approach • Descriptive Scheme for language learning/use • 6 (9) Common Reference Levels

The CEFR – core elements • Comprehensive description of language user/learner and language use/learning • Common reference levels of language proficiency • Scales of illustrative descriptors • Self-assessment scales • Curriculum scenarios for a coherent approach to plurilingual education • The concept of „a toolkit”

PISA • International assessment framework • Assessing literacy of young adults at the age of 15 • Monitoring outcomes of educational systems • Dimensions of reading literacy • 5 levels, 5 subscales, one combined scale

PISA – assessing literacy • „Human capital” (OECD definition) • Aim of PISA • Definition of Literacy • Definition of Reading literacy

PISA – Reading literacy • Processes (aspects) • Content (knowledge and understanding) • Context of application (situations) = CEFR domains

PISA – Reading literacy: levels • Mean score: 500 points • 5 levels • Level descriptors • Composite item map

EQF • European meta-framework of reference for qualifications as learning outcomes • Enabling qualifications to be related to each other; facilitating transfer and recognition; increasing transparency and supporting mutual trust; quality assurance • Learning outcomes: knowledge, skills, (wider) competences • Key competences integrated (Level 2) • 8 levels, 3 scales

EQF-elements • Common reference points (levels and scales) • Tools and instruments: – Integrated European credit transfer and accumulation system for lifelong learning (ECTS + ECVET); – Europass scheme: • • • CV Language Passport Certificate Supplement Diploma Supplement Europass Mobility – Database on learning opportunities (Ploteus portal) • Set of common principles and procedures (addressing quality assurance, validation of formal and informal learning, guidance and counselling, and promotion of key competences)

EQF-levels and scales • 8 levels: – 1 -2: compulsory education – 3: upper secondary or adult education – 4: end of upper secondary / post- compulsory education; „gateway to HE” – 5: completion of post-secondary; „short cycle” within the first cycle of HE – 6: HE, first cycle – 7: HE, second cycle – 8: HE, third cycle • 3 scales: – reference levels (ability descriptors) – supporting information (educational context) – indicators of level of qualification (recognition)

EQF – Key competences • A framework of reference for competences to be acquired at the end of compulsory schooling • Supporting national policies • 8 Key competences • Descriptors: knowledge, skills, attitudes

EQF – Key Competences – Communication in MT • Definition • Knowledge • Skills • Attitudes

EQF – Key Competences – Communication in FL • Definition • Knowledge • Skills • Attitudes

Summary • CEFR, EQF: descriptive European metaframeworks • PISA: international assessment framework • Competence based (CEFR, PISA, EQF-Key Competences); focus on learning outcomes (EQF) • Common target group: young adults (end of compulsory education) • Lifelong learning concept • Overarching framework structure: – – – A descriptive scheme Reference levels and scales Tools and instruments for implementation An assessment scheme (with background surveys) Guidelines and procedures for quality assurance

Conclusions • Need for closer cooperation on European and international level • Issues for discussion: – To what extent is a competence based approach suitable for LE? – Which elements of the overarching framework structure might be developed for LE? – What other elements might be needed? – How to relate an LE framework to the existing frameworks?