Task 2: Language Competence
The acquisition of English as a foreign language at Newlands School
starts at the age of three in kindergarten.
Students use the functions of the language as a daily, systematic and organized
process, establishing their first encounter with English through songs, games
and drama; activities which favour the exposure and exploration. Once students
start junior school, they keep
learning the language through communicative tasks which are based on meaningful
content, contextualized in projects. This fosters the development of the
linguistic competence which is required to sit for their first international
exam in 6th form: KET, Key English Test – Cambridge ESOL. When they
start senior school students deepen
their learning of the language through the study of curricular content in
subjects such as environmental management, literature, history. The knowledge
acquired allow students to sit for PET (Preliminary English Test), FCE (First
Certificate in English) and CAE (Certificate in Advanced English) administered
by Cambridge ESOL as well as the diplomas of academic achievement: IGCSE
(International General Certificate of Secondary Education); ICE (International
Certificate of Education) and AICE (Advanced International Certificate of Education)
administered by CIE (Cambridge International Exams)
In
the case of primary school, students’
performance is graded in the report card using four levels: outstanding and satisfactory are given to students who successfully achieve the contents;
whereas in needs of improvement and below standard are used with learners
who cannot reach the expected performance in the different areas of the
language. Report cards show students’ level regarding general knowledge, spoken
and written performance, thinking, investigation and communicative skills,
behavior among other concepts. Besides,
students are evaluated on the effort they make to achieve those goals, which is
described in three categories.
Furthermore, daily achievement is graded bearing in mind a learning
intention, and a rubric which expresses the success criteria for each task. These learning intentions or objectives are related
to the development of communicative functions of the language such as
expressing ideas in the past, making predictions/plans about the future,
talking about experiences, giving opinions/suggestions/advice among others.
Marks are shared with students daily, and, in some cases, they grade themselves
according to their own perception of their performance offered in class.
Taking into
consideration the global scale of the Common European Framework of Reference
for Languages (Council of Europe 2001), I consider that some of my students
possess the strategies described in B1 level even though they sit for KET,
which represents A2 level. I notice that they:
Can understand the main points of clear standard
input on familiar matters regularly encountered in work, school, leisure, etc.
Can deal with most situations likely to arise whilst travelling in an area
where the language is spoken. Can produce simple connected text on topics,
which are familiar, or of personal interest. Can describe experiences and
events, dreams, hopes & ambitions and briefly give reasons and explanations
for opinions and plans.
Yet, I think that it is important to point out that some other students
in my group are at a lower level (A2) as they master some of the strategies
described in A2 as well as a few of the ones mentioned in B1.
Can understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in simple
and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas of immediate need.
To conclude, I think my students’ performance varies from basic to an
independent user of the language, depending on the aspect in question as well
as the strengths and weaknesses of the learner.
Considering
my linguistic competence level, I think that that I fall into the category of effective operational proficiency, C1.
This category claims that I can understand demanding texts and recognize the implicit
meaning, that I can express myself fluently and accurately using a wide range
of language for social and academic, and professional purposes, and that I can
produce clear, well-structured texts respecting organizational patters,
connectors and cohesive devices.
However, I consider I can handle some of the skills describe in the C2
level too. For example I can differentiate finer shades of meaning even in more
complex situations
All
in all, the CERF is a framework to classify linguistic competence in the
foreign language which has proven useful for the design of school programs. As
it is claimed, the CERF “[…]
was designed to provide a transparent, coherent and comprehensive basis for the
elaboration of language syllabuses and curriculum guidelines, the design of
teaching and learning materials, and the assessment of foreign language
proficiency.” Nonetheless, it should not be taken as fixed description of our
students’ level or our yearly plan since variations may occur and competences
may be mixed resulting in a new category. As it is mentioned in CERF, it […] does not offer ready-made solutions but
must always be adapted to the requirements of particular contexts.
References:
http://www.coe.int/t/dg4/linguistic/cadre1_en.asp.
Retrieved April 19th 2014.
