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This book is a practical guide to the Common European Framework of
Reference for Languages: Learning, Teaching, Assessment (CEFR)
(Council of Europe 2001) and the CEFR Companion Volume (CEFR/ CV;
COE 2018), which have increasingly been used to inform the language
policies and teaching practices of countries within and outside of
Europe. It helps practitioners to (i) grasp essential and core
concepts of the Common European Framework of Reference, (ii)
identify parts of the CEFR and the CEFR/CV as well as other
CEFR-related resources and documents that are relevant for readers'
different purposes, and (iii) utilise and adapt these resources for
their own needs. Written by practitioners for practitioners, this
hands-on guide covers the philosophy of the CEFR, curricula,
assessment, learner autonomy, the task-based approach, and teacher
development. Logically explaining all aspects of the framework and
its application, this manual helps readers deal with many of the
difficulties encountered when using CEFR and the CEFR CV. The book
will appeal to a wide audience, including teacher educators;
curriculum and materials developers; examination boards unfamiliar
with the CEFR; university language departments and language centres
responsible for developing their own curricula, teaching/learning
approaches and assessment instruments; and policy-makers wanting to
learn more about the implications of adopting the CEFR. It is a
guidebook, a reference book and a workbook all in your hand.
This edited volume deals with some of the salient issues to be
considered when using the Common European Framework of Reference
for Languages (CEFR). There has been little critical and
constructive assessment of CEFR-informed pedagogical practices in
Japan and beyond. Instead, policy issues have been dominant. The
volume focuses on the implementation of the CEFR in language
education institutions, and stresses that the CEFR and its 'Can Do'
statements must be adapted and changed to suit the specific context
they serve. This work is complementary to English Profile Studies
volume 4 (North 2014), which provides examples of the
implementation of the CEFR, with a focus on misconceptions of the
CEFR and how these could be addressed, by offering in-depth case
studies. For a full description of processes it is necessary to
unfold the complexity of language policy and then gain focus by
concentrating mainly on the institutional levels.
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