ChAT-Meeting, Nrnberg 30 September 2011 Hue San Do European - - PowerPoint PPT Presentation

ChAT-Meeting, Nürnberg 30 September 2011 Hue San Do

European Benchmarking Chinese Project (EBCL)

Common European Framework of References for Languages: Learning, teaching assessment European Benchmarking Chinese Project Challenges and Opportunities

European Benchmarking Chinese Project (EBCL)

Background Objectives Implications Project team Work done so far

European Benchmarking Chinese Project (EBCL)

Backgrounds to the project

• Increasing demand and provision for Chinese language

in Europe

• Increasing collaboration between Europe and China
• Need for some coherence in Chinese language learning,

teaching and assessment

• Interest in CEFR from outside Europe
• Shared interest from colleagues and institutions

European Benchmarking Chinese Project (EBCL)

Objectives

• A framework of competence descriptors for Chinese in

European context

• Raise awareness of social and linguistic differences between

Chinese and European languages

• Network in Europe and beyond for universities, teachers,

and other institutions concerned

• break away from the old tradition of a knowledge and

structure based approach to teach Chinese in Europe

• provide a tool for the production of a new generation of

curricula/syllabi, textbooks and assessments for the European context (multilingualism, integration and globalisation)

European Benchmarking Chinese Project (EBCL)

Implications

• Comparability of learning outcomes
• Course and syllabus design
• Material/textbook development
• Assessment contents
• Quality of information and services

European Benchmarking Chinese Project (EBCL)

Project team Partner Institutions:

Rennes II, France Freie University Berlin, Germany La Sapienza, University of Rome, Italy School of Oriental and African Studies, University of

London, UK Associated partners:

Collège-Lycée Emile Zola de Rennes, France Geschwister Scholl Gesamtschule, Germany The Convitto Nazionale di Roma "Vittorio Emanuele II", Italy Kingsford Community School, UK

European Benchmarking Chinese Project (EBCL)

Work done so far

• Survey of European universities and use of CEFR for

their teaching of Chinese – Rome Seminar 19-20 May 2011

• Survey of existing descriptors and proposed ones for

A1/2 by mid October – Paris Seminar 14-15 Oct 2011

• Project website: www.ebcl.eu.com

CEFR: Descriptors

Reception Interaction Production Listening Reading Spoken Interaction Written Interaction Spoken Production Written Production

A2 I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present

• r most recent job

I can write a series of simple phrases and sentences linked with simple connectors like „and", „but“ and „because“. A1 I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly. I can understand familiar names, words and very simple sentences, for example

• n notices and posters
• r in catalogues.

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. I can use simple phrases and sentences to describe where I live and people I know. I can write simple isolated phrases and sentences.

Challenges and Opportunities

European Context

Use of Chinese in Europe vs. use of Chinese in China

Intercultural awareness/skill

Language use out of its natural environment

Reading/writing cf. listening/speaking

Distance between them – form and style Any recommended number of characters

Collaboration and continual development

European Benchmarking Chinese Project (EBCL)

Thank you!