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Common European Framework of Reference for Languages

Common European Framework of Reference for Languages
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated as CEFR or CEF, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency. Development[edit] Theoretical background[edit] Common reference levels[edit] Relationship with duration of learning process[edit] Canada and the United States[edit]

http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

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Assessment of basic language and learning skills The assessment of basic language and learning skills (ABLLS, often pronounced "ables") is an educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities. Development[edit] The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. It provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr.

CEF Language level Comparisons The Common European Framework of Reference: Learning, Teaching, Assessment (CEF) is a system which could be used to compare language levels for teaching and testing languages in Europe. It was developed by the Council of Europe in order to try and set clear, attainable standards at different levels of language learning for European languages. The system is by no means perfect, but the descriptions below give some indication of the relationship between the CEF levels and standard levels used in teaching English. A1 - Beginners level - basic knowledge of the language, familiar everyday expressions and simple phrases A2 - Pre-Intermediate level - familiar with frequently used expressions and conversation on routine matters B1 - Intermediate level - Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

70+ Online Language Communities and Resources The world wide web can be a good place to start learning a foreign language. This is a compilation of language communities, tools, and other online resources that'll help you get started. Also don't forget these resources - 30+ Language Tools For Firefox and Dictionary Toolbox: 50+ Dictionary & Reference Sites Language Communities Australian slang dictionary Advertisements Books about Australia Books by & about Aborigines, fiction & non-fiction

The Analysis of Verbal Behavior The Analysis of Verbal Behavior (TAVB) is a scientific journal that was established in 1982 as a peer-reviewed psychology journal. It publishes research in conceptual and empirical analysis of verbal behavior and problems of social importance.[1] History[edit] The journal was created by Mark Sundberg in 1982 after he completed his PhD at Western Michigan University in 1980. TAVB was previously a newsletter called the VB Newsletters and no publications appeared in 1984. WebABLLS Online Assessment for Children with Autism WebABLLS is a web-based platform for the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) – an assessment, curriculum guide, and skills tracking system that mirrors the ABLLS‑R in an electronic format. WebABLLS incorporates the latest updates and revisions from ABLLS-R and provides an innovative level of program data management. WebABLLS is designed for use with students with autism, language delays, or other developmental disabilities. Like the print version, WebABLLS covers a range of skills necessary for students to learn to communicate successfully and learn from their everyday experiences. WebABLLS offers electronic features that enable the user to track intervention programs via the Internet platform in addition to being able to generate a total of seven types of reporting documents with various degrees of customization.

Canadian Language Benchmarks The Canadian Language Benchmarks (CLB) comprise a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada. Like the Common European Framework of Reference for Languages and the ACTFL Proficiency Guidelines, the Canadian Language Benchmarks describe ESL learners' successive levels of communicative achievement. The CLB's 12 benchmarks are divided into 3 parts: Stage I: Basic Proficiency; Stage II: Intermediate Proficiency; and Stage III: Advanced Proficiency. The CLB cover four skills: listening, speaking, reading, writing.

British Council - Word Family Framework About What is the Word Family Framework (WFF)? The WFF is a searchable resource for teachers and learners of English that consists of over 22,000 vocabulary items arranged according to six levels aligned to the Common European Framework of Reference. What can the WFF be used for? PRO-ED Inc. Price: $345.00 Ages:4-0 to 8-11Testing Time:30 minutes to 1 hourAdministration:Individual The Test of Language Development-Primary: Fourth Edition (TOLD-P:4) assesses spoken language in young children. It is well constructed, reliable, practical, research-based, and theoretically sound. Professionals can use the TOLD-P:4 to (1) identify children who are significantly below their peers in oral language proficiency, (2) determine their specific strengths and weaknesses in oral language skills, (3) document their progress in remedial programs, and (4) measure oral language in research studies.

edutopia Language shapes our worldview. The narratives we hear around us influence our perceptions and understandings. Take Carol Dweck's concept of fixed versus growth mindset. Learning Contracts Learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module: this is particularly valuable when the assessment is not in the form of a set essay title, or an examination. This page concentrates on the commonest application, relating to assessment.

Learning Contracts Looking for Strategies and Activities? Click Here! What is a learning contract? A learning contract is an agreement established between a student and the teacher; it sometimes involves the student’s parents. The contract specifies concrete learning and/or behavioural objectives for the student that all parties agree need to be achieved.

Self-Directed Learning: Learning Contracts Learning contracts are argued to be the most important tool for successful and positive independent study experiences for both students and advising faculty members. Learning contracts should be constructed by the student and reviewed by the advising faculty member for constructive feedback and suggestions for modification. A final version of the learning contract should be signed by both student and advising faculty member. The contract then serves as an outline for the independent study units and a tool to aid evaluation. Modification of the learning contract may become necessary as the learning experience progresses. Modified contracts should be approved and signed by both student and advising faculty member.

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