EBCL Presentation LLAS2012-Edinburgh
- 1. Language Futures: Languages in Higher Education Conference 2012 European Benchmarking Chinese Language ¨C Opportunities and Challenges Lianyi Song, Lik Suen and Liang Wang SOAS, University of London
- 2. EBCL project background ? Increasing demand and provision for Chinese language in Europe (and beyond) - Does the fast expansion in terms of numbers (quantity) ensure the quality of delivery? ? Need for consistency and standardisation in Chinese language learning, teaching and assessment ? Shared interest from colleagues and institutions University of Edinburgh, 5-6 July 2012 2
- 3. CEFR impact ? European context ¨C pluralingual in a multicultural Europe (European citizens) International Day of European Languages? ? A framework for European languages or for languages used in Europe (e.g. Japanese, Chinese)? University of Edinburgh, 5-6 July 2012 3
- 4. From CEFR to EBCL Common European Framework of Reference for Languages: Learning, teaching assessment (2001) European Benchmarking Chinese Language Project (Nov 2010) http://ebcl.eu.com/ University of Edinburgh, 5-6 July 2012 4
- 5. CEFR/EBCL feature ¨C 1 ? 4 domains ? 6 key language ? Personal proficiency levels ? Public ? Educational Proficient user ? Occupational ? 3 contexts Independent ? Formal user ? Informal ? Non-formal Basic user University of Edinburgh, 5-6 July 2012 5
- 6. CEFR/EBCL feature ¨C 2 ? Action-oriented Can-do statements (¡®what¡¯ vs. ¡®how¡¯) ? Global scales + illustrative descriptors ? Assessor + assessee University of Edinburgh, 5-6 July 2012 6
- 7. CEFR/EBCL feature ¨C 3 ? Communicative activities and communication strategies Reception (Spoken/Written) Production (Spoken/Written) Interaction (Spoken/Written) University of Edinburgh, 5-6 July 2012 7
- 8. CEFR/EBCL competence range (adapted from Zhang 2011) CEF Can-do Notions and functions Statements embedded in socio-cultural contexts C2 Notions Texts C1 Operations Topics Notions B2 Events Themes Notions Objects B1 Topics Notions Persons A2 Notions Institution A1 Location Functions Sub-functions Functions Domains Personal Public Educational Occupational University of Edinburgh, 5-6 July 2012 8
- 9. EBCL project objectives To raise awareness of socio- To propose a framework of cultural and linguistic differences competence descriptors for between Chinese and European Chinese in European context languages EBCL Project To create a network in Europe To start a dynamic database of and beyond for teachers and universities (and other institutions) institutions concerned in Europe that offer Chinese language courses University of Edinburgh, 5-6 July 2012 9
- 10. EBCL project partners Freie La University Rennes II SOAS Sapienza Berlin GE FR IT UK GE FR IT UK Project partners Associated schools Advisory Board University of Edinburgh, 5-6 July 2012 10
- 11. EBCL project methodology ? Intuitive, qualitative approach ? Prescriptive vs. descriptive ELP/EAQULAS Data 1 Data 2 Proposed EBCL Data 3 CEFR Descriptors Descriptors ¡ Data n Japanese/Chinese University of Edinburgh, 5-6 July 2012 11
- 12. EBCL major resources ? Bank of CEFR related Descriptors: ? CEFR descriptors ? ELP (European Language Portfolio) self assessment descriptors ? EAQUALS (European Association for Quality Language Services) bank of descriptors ? Japanese Foundation ¡®Can do¡¯ statements ? International Curriculum for Chinese Language Education ¹ú¼ÊººÓï ½ÌѧͨÓÿγ̴ó¸Ù (Beijing, 2010) ? Profiles of major European languages ? Profilo della lingua italiana (Florence, 2010) ? Profile Deutsch (Berlin, 2005) ? Niveau A1 pour le fran?ais (Paris, 2007) ? English Profile (Cambridge, 2012) University of Edinburgh, 5-6 July 2012 12
- 13. EBCL project timelines 10/2010 - 05/2011 20-21/05/2011 - 10/2011 14-15/10/2011 Project Survey + Rome Proposed Paris Seminar: launch Case Seminar: framework open (London) studies; report and components at consultation Project development A1/A2 levels; and web examples development - 04/2011 27-29/04/2012 - 07/2012 19-20/07/2012 10/2012 Refined Berlin Proposed B1 London Brussels A1/A2 levels Seminar: level of Seminar: symposium: of framework open framework B1-level promotion and (descriptors+ consultation descriptors further samples) and product development University of Edinburgh, 5-6 July 2012 13
- 14. EBCL proficiency levels Note: EBCL criterion levels (A1=A1.2, A2=A2.2, B1=B1.2, B2=B2.2; C1=C1.2) University of Edinburgh, 5-6 July 2012 14
- 15. EBCL project progress ¨C 1 ? Revised A1/A2/B1.1 level descriptors and samples ? Reception (6 categories) ? Production (5 categories) Spoken ? Interaction (9 categories) ? Strategies (7 categories) ? Reception (5 categories) ? Production (3 categories) Written ? Interaction (3 categories) University of Edinburgh, 5-6 July 2012 15
- 16. EBCL project progress ¨C 2 Generic and illustrative descriptors (A1-A2) Socio-linguistic components Pragmatic components (themes and topics) (language functions) Linguistic components Intercultural components (vocabulary/character, (knowledge, attitude, skill grammar, grapheme, etc.) s, awareness) University of Edinburgh, 5-6 July 2012 16
- 17. EBCL project challenge ¨C 1 ? Different backgrounds and varieties of Chinese language ? Use of Chinese in Europe vs. use of Chinese in Greater China ? Overlapping ? Complementary University of Edinburgh, 5-6 July 2012 17
- 18. EBCL project challenge ¨C 2 ? Lack of corpora for real-life use of language ? Spoken form vs written form University of Edinburgh, 5-6 July 2012 18
- 19. EBCL project challenge ¨C 3 ? The gap between EBCL and CEFR ? Graphemic element ? Number of vocabulary (lexical items) ? The integration of the intercultural dimension ? Being (doing + knowing) University of Edinburgh, 5-6 July 2012 19
- 20. EBCL project challenge ¨C 4 ? International collaboration ? Intercultural mediation and management ? Time, funding University of Edinburgh, 5-6 July 2012 20
- 21. EBCL implications ?Standardisation and sustainability ?Comparability of learning outcomes (with other CEFR-based European languages) ?Syllabus and course design ?Material/textbook development ?Assessment ?Policy making ?Employability ?Language certificate University of Edinburgh, 5-6 July 2012 21
- 22. EBCL project next steps ? Disseminate and pilot the outcomes (A1.1-B1.2) at universities, schools, and enterprises for modification and improvement ? Move up to C1 level descriptors to provide a complete set of descriptors in line with CEFR ? Flesh out the framework with adequate samples at different levels for compiling the Chinese Profile University of Edinburgh, 5-6 July 2012 22
- 23. EBCL Survey ¨C UK HE ? EBCL Internet Survey May 2011 ? Among 190 universities in the UK, 92 university run various Chinese courses. ? 6 universities in Ireland have various Chinese courses ? The number has been growing LLAS University of Edinburgh, 5-6 July 2012 23
- 24. EBCL Survey ¨C UK HE ? Types of courses ? Degree courses (single) ? Degree courses (combined) ? Credit courses (open access) ? Diploma courses ? Evening courses ? Confucius institute courses LLAS University of Edinburgh, 5-6 July 2012 24
- 25. EBCL survey ¨C UK HE ? Contact hours ? Majority 1.5-2 hours per week, teaching 14-30 weeks per year ? Diploma courses 3-4 hours per week, 20-22 weeks per year ? Degree courses 6 hours per week, 20-22 weeks per year LLAS University of Edinburgh, 5-6 July 2012 25
- 26. UK HE-CEFR level (?) ? A sample from a university ? 4 hours per week, 22 weeks, total 88 hours ? 4 language skills ? With background of learning other European languages ? Fast track course ? Achieve A2 LLAS University of Edinburgh, 5-6 July 2012 26
- 27. Schools CEFR ? UK ? It normally takes 3 years school education to sit GCSE Chinese exam, which is A2 (C grade +). It is roughly equivalent to 350 hours. ? SLO ( National expertisecentrum leerplanontwikkeling of Netherlands ) ? Suggested 480 contact sessions over 3 years to achieve A2. LLAS University of Edinburgh, 5-6 July 2012 27
- 28. Taiwan, Test Of Chinese as a Foreign Language ( Reading) ? A1: Level 1, 180 hours (1-2 years) 500 words ? A2: Level 2, 480-720 hours (1-2 years), 800 words ? B1: Level 3, 720-960 hours (2-3 years), 1500 words ? B2: Level 4, 960-1920 hours (3-4 years), 5000 words ? C1: Level 5, More than 1920 hours, 8000 words LLAS University of Edinburgh, 5-6 July 2012 28
- 29. Possible solutions ? Set separate target for different skills. ? Listening and Speaking skills can be developed at a similar speed to other modern languages. ? Reading skill will be developed rather slowly but need to be included in the teaching plan. Chinese characters need to be taught although in small number ? Writing skill can be developed and assessed via using computer , not ideal for character learning but can release lots of time for the development of other skills. LLAS University of Edinburgh, 5-6 July 2012 29
- 30. What¡¯s coming up¡ ? Brussels Symposium, Oct 2012 (Date/Venue TBC) ? Updated information about the project, please visit http://ebcl.eu.com/ Contact: Lik Suen, lx@soas.ac.uk Liang Wang, l.wang@soas.ac.uk Lianyi Song, ls2@soas.ac.uk (Coordinator) Acknowledgement: We are grateful to Dr George Zhang, who led the project between 11/2010 and 11/2011, for his contribution to the development of this project work. LLAS University of Edinburgh, 5-6 July 2012 30