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UK classrooms. EALTA 2007. Vivienne May & Karen Ashton ... –CEFR + existing UK frameworks. –Functional 'can do' terms ... http://www.assetlanguages.org.uk.
EALTA 2007 Vivienne May & Karen Ashton

“Small rewarding steps”: Assessing learners and supporting teachers in UK classrooms

Nuffield Languages Inquiry 2000 • Students lack motivation • Student under-achievement • Lower grades in languages (e.g. Coe forthcoming) • Critical of existing qualifications

Nuffield Languages Inquiry 2000 •Recommended a National Languages Strategy with a national standards framework –CEFR + existing UK frameworks –Functional ‘can do’ terms –Modular, reward partial competences –Widen range of languages

Languages for all, Languages for life. Asset Languages DfES Languages Ladder DfES National Languages Strategy

2006/07 – Which languages? Arabic

Hindi

Somali

Bengali

Italian

Spanish

Mandarin Chinese

Japanese

Swedish

French

Panjabi

Tamil

German

Polish

Turkish

Modern Greek

Portuguese

Urdu

Gujarati

Russian

Yoruba

Stages in the Languages Ladder Mastery: Grades 16-17 Proficiency: Grades 13-15 Advanced: Grades 10-12 Intermediate: Grades 7-9 Preliminary: Grades 4-6 Breakthrough: Grades 1-3

Validation • 1 framework: EA/TA • Strong EA validation base • Validation ‘tool box’ –Small-scale studies –Piecing together of evidence

Grade comparability: French Breakthrough Reading Grade 1

2

3

EA

-4.10

-3.60

-3.10

TA

-4.40

-3.47

-2.55

Grade comparability across skills TA vs EA Grades 3.00 2.50

Grade

2.00 1.50 1.00 0.50 0.00 Listening

Reading

Writing Skill

Speaking Average TA Grades Average EA Grades

http://www.assetlanguages.org.uk