LINGUIST List 26.5580
Wed Dec 16 2015
Calls: Applied Ling/Japan
Editor for this issue: Ashley Parker <ashleylinguistlist.org>
Fergus O'Dwyer <fodwyerj
Critical, Constructive Assessment of CEFR-based Language Teaching in Japan and Beyond E-mail this message to a friend
Full Title: Critical, Constructive Assessment of CEFR-based Language Teaching in Japan and Beyond
Short Title: CriConCef III
Date: 26-Mar-2016 - 27-Mar-2016
Location: Central Osaka, Japan
Contact Person: Fergus O'Dwyer
Meeting Email: < click here to access email >
Web Site: https://sites.google.com/site/flpsig/critical-constructive-assessment-of-cefr/criconcefiii-march-2016
Linguistic Field(s): Applied Linguistics
Call Deadline: 01-Feb-2016
In recent years there has been a vivid discussion in Japan and elsewhere about language learning curriculums and frameworks, especially the Council of Europe’s Common European Framework of Reference for Languages (CEFR). It is important to be aware that the CEFR and its can do statements must be adapted and changed to suit the specific context they serve. The basic theme of this project focuses on the implementation of the CEFR in language education institutions, with a focus on generating ideas of current practice that can be adapted and implemented by others. While this project is centred on Japan, we also encourage poster submissions from other regions of Asia and beyond.
The March 2016 symposium will feature plenary speakers and workshops about the implementation of the CEFR in institutions. We will make time available for interactive poster presentations, which outline pedagogical processes, both on an institutional and classroom level. We hope this will be time to openly exchange ideas.
Symposium details: Plenaries and workshops from
Dr. Bärbel Kühn, University of Bremen, Germany and
Dr. Nhung Pham, Hue University of Foreign Languages, Vietnam.
Includes other workshops and interactive presentations from educators in Japan who have implemented CEFR-informed programs in language education
Call or Papers:
Bullet points of the important implementation stages, for example, are encouraged. Posters which relate to the key questions of the project are very welcome, see below.
Specifically, in regard to Curricula, some key questions include:
What type of implementation has been adopted? What specific practices have been implemented? What practices have been seen to be effective? How are all stakeholders involved? Has the CEFR promoted a system for in-house evaluation of curricula and learning targets? Do curricula and courses include transparent and concrete learning objectives, with accepted can do statements at the centre?
Is it possible to compare the results of instruction in different classes? Can the people engaging in CEFR-based teaching and learning develop a sense of ownership?
These two latter points connect to Classroom instruction. Key questions specific to this area include: Do can do checklists serve as the key reference point for processes of reflective teaching/learning in which self-assessment plays a central role? How?
What are the interpretations, of teachers, students and other stakeholders, of the philosophy and ideas of the CEFR? Are the CEFR-based materials (textbooks, teaching content etc.) action-oriented, and easily applicable by both teachers and students? Can all readily see the benefits of the CEFR-based approach for their own teaching/learning? Is autonomous learning beyond the specified materials (e.g. textbooks) supported and encouraged? If so, how?
Please email abstracts as attachments to criconcef
gmail.com by February 1st 2016, including 1. Abstract (in the region of three to five hundred words), 2. References, 3. Correspondence email, and 4. Full name and affiliation of each presenter.
Authors of accepted proposals will be notified by February 15, 2016 (If you would like a reply sooner, please send the abstract early/when ready!).
Page Updated: 16-Dec-2015