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Enriching 21st Century Language Education
The CEFR Companion Volume in Practice

by Brian North, Enrica Piccardo, Tim Goodier, Daniela Fasoglio, Rosanna Margonis-Pasinetti and Bernd Rüschoff, editors
ISBN 9789287188465
Publication year: 2022

Cdn: $142.50; US: $98.00
Paperback
Language: English
398 pages
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An essential complement to the CEFR Companion volume.

This volume of case studies will interest all those who aim to develop language education in order to promote and support Europe's rich linguistic and cultural diversity, thus fostering a culture of democracy and social justice in a time in which these values are increasingly under threat. This situation calls for a new vision of language education in which the development of mediation and plurilingual/pluricultural competence are crucial.

These case studies report on experience in a wide variety of contexts with the concepts and descriptors of the Common European Framework of Reference for Languages: Learning, teaching, assessment - Companion volume (CEFR Companion volume), which broadens the vision of the CEFR 2001, enriching the CEFR model in the areas of plurilingualism and mediation.

The studies report on classroom practice and awareness-raising activities from all over Europe in secondary education, higher education, heritage language education, pre-service teacher education and adult education. The authors outline their experience in the language classroom and with stakeholders in relation to mediation, appreciation of literature, plurilingualism, online interaction and phonology. The various chapters explore the relevance and usability of the new descriptors for the implementation of an action-oriented approach to language education, presenting the challenges and opportunities they encountered in the process, and the reactions of their students and colleagues.

Table of contents:
  • TRIBUTE TO TIM GOODIER
  • FOREWORD
  • CONTRIBUTORS
    • CHAPTER 1. ENRICHING THE SCOPE OF LANGUAGE EDUCATION: THE CEFR – COMPANION VOLUME
      • 1.1. INTRODUCTION
      • 1.2. A SIGNIFICANT STEP IN LANGUAGE EDUCATION
      • 1.3. INNOVATIVE CONCEPTS IN THE CEFR
      • 1.4. INNOVATIVE FEATURES OF THE CEFR COMPANION VOLUME
        • 1.4.1. THE USER/LEARNER AS A SOCIAL AGENT
        • 1.4.2. THE ACTION-ORIENTED APPROACH
        • 1.4.3. MEDIATION
        • 1.4.4. PLURILINGUALISM
        • 1.4.5. ONLINE, DIGITAL INTERACTION AND TRANSACTION
        • 1.4.6. PHONOLOGICAL COMPETENCE
        • 1.4.7. CONCEPTUAL MODEL
      • 1.5. THE CASE STUDIES IN THIS VOLUME
  • PART I. CLASSROOM PRACTICE
    • INTRODUCTION TO PART I
    • MEDIATION: CHAPTERS 2 TO 4
    • PLURILINGUALISM: CHAPTERS 5 AND 6
    • LITERATURE: CHAPTERS 7 AND 8
    • ONLINE INTERACTION: CHAPTERS 9 TO 11
    • CHAPTER 2. THE ROLE OF CONTEXTUAL FACTORS IN THE IMPLEMENTATION OF MEDIATION DESCRIPTORS WITH HIGHER EDUCATION LANGUAGE LEARNERS
      • 2.1. INTRODUCTION
      • 2.2. PROJECT DESCRIPTION
        • 2.2.1. TASKS
        • 2.2.2. STUDENT FEEDBACK
      • 2.3. DISCUSSION
      • 2.4. CONCLUSION
    • CHAPTER 3. CEFR MEDIATION STRATEGIES: TOWARDS A SOCIO-EMOTIONALLY ENHANCED PLURILINGUAL LANGUAGE EDUCATION
      • 3.1. INTRODUCTION
      • 3.2. PROJECT DESCRIPTION
        • 3.2.1. HOW THE MEDIATION DESCRIPTORS OF THE CEFR COMPANION VOLUME WERE EXPLOITED: A MULTI-CASE STUDY
        • 3.2.2. INSTRUMENTS USED TO COLLECT DATA
        • 3.2.3. PROCEDURE AND WORKING PHASES FOR ALL CASE STUDIES
        • 3.2.4. BUILDING A COMMUNITY OF PRACTICE: DETAILS OF TEACHER TRAINING, MATERIALS DEVELOPMENT AND PEER SUPPORT
        • 3.2.5. DATA ANALYSIS
        • 3.2.6. CROSS-CASE RESULTS
      • 3.3. DISCUSSION
        • 3.3.1. OVERALL PERCEIVED IMPACT OF THE CASE STUDY ON TEACHING AND LEARNING
        • 3.3.2. EVALUATION AND REFLECTION ON THE ROLE AND FUNCTION OF THE DESCRIPTORS USED IN THIS CASE STUDY
        • 3.3.3. LESSONS LEARNED
      • 3.4. CONCLUSIONS
        • 3.4.1. EXPECTED RELEVANCE AND USABILITY OF THE DESCRIPTORS
        • 3.4.2. SUSTAINABILITY AND EXTENSION TO WIDER CONTEXT
    • CHAPITRE 4. « MULTIMÉDIA » : LA MÉDIATION MULTILINGUE DANS LE CADRE D'UN PROJET DE STAGE EN ENTREPRISE
      • 4.1. INTRODUCTION
      • 4.2. DESCRIPTION DU PROJET
        • 4.2.1. PHASE 1 – LANCEMENT DU PROJET
        • 4.2.2. PHASE 2 – PRÉPARONS NOS BAGAGES !
        • 4.2.3. LES RESSOURCES
        • 4.2.4. LES FICHES DE TRAVAIL
        • 4.2.5. PHASE 3 – ON DÉCOLLE !
        • 4.2.6. PHASE 4 – ON ATTERRIT !
      • 4.3. DISCUSSION
      • 4.4. CONCLUSION
    • CHAPTER 5. "IN VENLO GIBT ES VIEL NIEDERLÄNDISCH, ABER AUCH ENGLISCH UND DEUTSCH" – A WORKSHOP ON RECEPTIVE PLURILINGUALISM IN THE NEIGHBOUR LANGUAGE
      • 5.1. INTRODUCTION
        • 5.1.1. NEIGHBOUR-LANGUAGE LEARNING IN THE DUTCH-GERMAN BORDER REGION
        • 5.1.2. COMMUNICATION STRATEGIES IN DUTCH-GERMAN SCHOOL EXCHANGES
      • 5.2. PROJECT DESCRIPTION
        • 5.2.1. THE PARTICIPANTS
        • 5.2.2. THE WORKSHOP: PROGRAMME AND CONTENT
        • 5.2.3. DEVELOPMENT OF PLURILINGUAL DECODING STRATEGIES
        • 5.2.4. APPLICATION OF PLURILINGUAL DECODING STRATEGIES IN THE LINGUISTIC LANDSCAPING TASK
        • 5.2.5. APPLYING DECODING STRATEGIES TO UNKNOWN TEXTS IN DUTCH
      • 5.3. DISCUSSION
      • 5.4. CONCLUSION
    • CHAPTER 6. IMPLEMENTING PLURILINGUAL ORAL EXAMS AND PLURILINGUAL LESSONS IN AUSTRIAN UPPER SECONDARY VOCATIONAL COLLEGES
      • 6.1. INTRODUCTION
      • 6.2. PROJECT DESCRIPTION
      • 6.3. DISCUSSION
      • 6.4. CONCLUSION
    • CHAPTER 7. THE SIXTH SENSE FOR LITERATURE: A NEW PLURICULTURAL APPROACH TO LITERARY TEXTS AS MEDIATION AND REACTION TO LITERATURE ACCORDING TO THE NEW DESCRIPTORS OF THE CEFR COMPANION VOLUME
      • 7.1. INTRODUCTION
      • 7.1.1. THE DESCRIPTORS FROM THE CEFR COMPANION VOLUME
      • 7.1.2. SPECIFIC OBJECTIVES
      • 7.1.3. EDUCATIONAL CONTEXT
      • 7.2. PROJECT DESCRIPTION
        • 7.2.1. INTERNAL WORKSHOP FOR TEACHERS
        • 7.2.2. LEARNING UNIT FOR THE STUDENT GROUPS
        • 7.2.3. EVALUATION OF THE WHOLE PROJECT
      • 7.3. DISCUSSION
      • 7.4. CONCLUSION
    • CHAPTER 8. PROMOTING AND ASSESSING THE APPRECIATION OF LITERATURE AT SECONDARY SCHOOL
      • 8.1. INTRODUCTION
        • 8.1.1. AIM OF THE PROJECT
        • 8.1.2. INSTITUTIONAL CONTEXT
          • 8.1.2.1. INCLUSION OBJECTIVE
          • 8.1.2.2. LANGUAGE ENHANCEMENT OBJECTIVE
          • 8.1.2.3. SCIENCE ENHANCEMENT OBJECTIVE
        • 8.1.3. LANGUAGE LEARNING AIMS
        • 8.1.4. DETAILS OF THE LEARNER GROUPS INVOLVED
      • 8.2. PROJECT DESCRIPTION
          • 8.2.1. IMPLEMENTATION
          • 8.2.2. METHODOLOGY
          • 8.2.3. BUILDING A COMMUNITY OF PRACTICE
          • 8.2.4. PRACTICAL MEASURES FOR TEACHING AND LEARNING
      • 8.3. DISCUSSION
        • 8.3.1. OVERALL PERCEIVED IMPACT
        • 8.3.2. EVALUATION, REFLECTION AND LESSONS LEARNED
    • 8.4. CONCLUSION
  • CHAPTER 9. FOCUS ON ONLINE INTERACTION: A PILOT PROJECT IN ITALY
    • 9.1. INTRODUCTION
    • 9.2. PROJECT DESCRIPTION
      • 9.2.1. PARTICIPANTS AND SET-UP
      • 9.2.2. TASKS
      • 9.2.3. OUTCOMES
      • 9.2.4. ACTIVITIES AND MATERIALS
    • 9.3. DISCUSSION
    • 9.4. CONCLUSION
  • CHAPTER 10. APPLICATION OF CEFR COMPANION VOLUME DESCRIPTORS IN CLIL SETTINGS
    • 10.1. INTRODUCTION
    • 10.2. PROJECT DESCRIPTION
      • 10.2.1. TASKS
      • 10.2.2. ONLINE INTERACTION
      • 10.2.3. EXAMPLES OF CLIL MEDIATION TASKS ACROSS LEVELS
      • 10.2.4. EXAMPLES OF PLURILINGUAL CLIL TASKS
    • 10.3. DISCUSSION
    • 10.4. CONCLUSION
  • CHAPTER 11. STUDENT ENGAGEMENT: ONLINE INTERACTION AND LANGUAGE LEARNING
    • 11.1. INTRODUCTION
    • 11.2. PROJECT DESCRIPTION
        • 11.2.1. PHASE 1: VR AND LANGUAGE LEARNING
        • 11.2.2. PHASE 2: EFFECT OF ONLINE RESOURCES AND INTERACTION ON LEARNING AND MOTIVATION
        • 11.2.3. PHASE 3: ONLINE INTERACTION DESCRIPTORS IN THE CEFR COMPANION VOLUME
    • 11.3. DISCUSSION
    • 11.4. CONCLUSION
  • PART II. AWARENESS RAISING AND TEACHER EDUCATION
  • INTRODUCTION TO PART II
    • CHAPTER 12. IMPLEMENTATION OF THE CEFR COMPANION VOLUME IN THE UNICERT® AND NULTE NETWORKS
      • 12.1. INTRODUCTION
      • 12.2. PROJECT DESCRIPTION
        • 12.2.1. ORGANISATION AND STRUCTURE OF THE PROJECT
        • 12.2.2. PROJECT ACTIVITIES AND EVENTS
        • 12.2.3. ASSESSMENT OF EVENTS AND PROJECT OUTPUTS
        • 12.2.4. PARTICIPANTS' FEEDBACK ON THE CEFR COMPANION VOLUME
        • 12.2.5. CASE STUDIES CONCERNING INDIVIDUAL TARGET GROUPS
      • 12.3. DISCUSSION
        • 12.3.1. THE ACTION-ORIENTED APPROACH AND THE CONCEPT OF THE LEARNER AS A SOCIAL AGENT
        • 12.3.2. THE INTEGRATION OF PLURILINGUALISM ACTIVITIES IN UNIVERSITY LANGUAGE TEACHING
        • 12.3.3. THE ROLE OF INTERCULTURAL AND PLURICULTURAL TASKS IN LANGUAGE TEACHING AND TESTING
        • 12.3.4. THE NOTION OF MEDIATION
        • 12.3.5. THE WORK WITH THE NEW LIST OF DESCRIPTORS
      • 12.4. CONCLUSION 202
    • CHAPTER 13. AN ACTION TOOLKIT FOR LANGUAGE TEACHER TRAINING ON MEDIATION
      • 13.1. INTRODUCTION
      • 13.2. PROJECT DESCRIPTION
        • 13.2.1. CONCEPTUALISING MEDIATION
        • 13.2.2. EXPOSURE TO, AND ANALYSIS OF MEDIATION ACTIVITIES (INCLUDING MEDIATION STRATEGIES)
        • 13.2.3. GUIDE TO DESIGN MEDIATION ACTIVITIES
        • 13.2.4. ACTIVITIES FOR REFLECTING ON HOW TO ASSESS MEDIATION
      • 13.3. DISCUSSION
        • 13.3.1. IMPACT OF TRAINING SESSIONS
        • 13.3.2. CONCLUSIONS DRAWN FROM THE TRAINING SESSIONS
      • 13.4. CONCLUSION
    • CHAPTER 14. REPRESENTATIONS OF MEDIATION IN FOREIGN LANGUAGE EDUCATION: AN EXPLORATORY CASE STUDY WITH DIFFERENT STAKEHOLDERS IN HAMBURG
      • 14.1. INTRODUCTION
      • 14.2. PROJECT DESCRIPTION
      • 14.3. DISCUSSION
      • 14.4. CONCLUSION
    • CHAPITRE 15. DISCOURS D'ENSEIGNANTS AU SUJET D'ACTIVITÉS QUI RELÈVENT DE LA MÉDIATION DANS LE VOLUME COMPLÉMENTAIRE DU CECR – UNE ÉTUDE EMPIRIQUE
      • 15.1. INTRODUCTION
        • 15.1.1. LA LANGUE D'HÉRITAGE ET SON ENSEIGNEMENT
        • 15.1.2. CONTEXTE
      • 15.2. DESCRIPTION DU PROJET
      • 15.3. DISCUSSION
        • 15.3.1. PHASE 1 – PLANIFICATION DES TÂCHES DE MÉDIATION
        • 15.3.2. PHASE 2 – MISE EN PRATIQUE DES TÂCHES DE MÉDIATION
        • 15.3.3. PHASE 3 – ÉVALUATION
      • 15.4. CONCLUSION
    • CHAPTER 16. ESSENTIAL NEEDS FOR THE DEVELOPMENT OF UNIVERSITY STUDENTS' ACADEMIC MEDIATION SKILLS
      • 16.1. INTRODUCTION
      • 16.2. PROJECT DESCRIPTION
        • 16.2.1. THE SURVEY QUESTIONNAIRE
        • 16.2.2. COURSE BOOK ANALYSIS
        • 16.2.3. INTERVIEW RESULTS
        • 16.2.4. TOWARDS A TYPOLOGY OF TASKS
      • 16.3. DISCUSSION
      • 16.4. CONCLUSION
    • CHAPITRE 17. L'EXPLOITATION DES COMPÉTENCES PLURILINGUES DANS LE CADRE DES FORMATIONS LINGUISTIQUES DISPENSÉES AUX ADULTES PLURILINGUES : ÉTUDE DE CAS SUR L'UTILISATION DES NOUVEAUX DESCRIPTEURS DU VOLUME COMPLÉMENTAIRE DU CECR POUR UNE TRANSITION VERS DES PRATIQUES D'ENSEIGNEMENT VALORISANT LE PLURILINGUISME
      • 17.1. INTRODUCTION
      • 17.2. DESCRIPTION DU PROJET
        • 17.2.1. LIENS AVEC LE RÉFÉRENTIEL
        • 17.2.2. RECUEIL DES DONNÉES
      • 17.3. DISCUSSION
        • 17.3.1. IMPORTANCE DU PLURILINGUISME DANS LE CADRE DES COURS DE LANGUE
        • 17.3.2. IMPORTANCE DE L'ACQUISITION DE COMPÉTENCES DE GESTION DU PLURILINGUISME POUR LES ENSEIGNANTS
        • 17.3.3. FONCTION DES DESCRIPTEURS DANS LE DÉVELOPPEMENT DES PRATIQUES
      • 17.4. CONCLUSION
    • CHAPITRE 18. LA TÂCHE COMME MOTEUR DE PROMOTION DU PLURILINGUISME
      • 18.1. INTRODUCTION
      • 18.2. DESCRIPTION DU PROJET
        • 18.2.1. RÔLES DE LA TÂCHE
        • 18.2.2. RÔLES DES ÉTUDIANTS
        • 18.2.3. DÉROULEMENT DU COURS
        • 18.2.4. EXEMPLE DE TÂCHE CONSTRUITE PAR UN GROUPE D'ÉTUDIANTS
      • 18.3. DISCUSSION
        • 18.3.1. RÉSULTATS DE L'ÉTUDE DE CAS
        • 18.3.2. VOLUME COMPLÉMENTAIRE DU CECR
        • 18.3.3. AUTOÉVALUATION
        • 18.3.4. LA TÂCHE COMME PROJET DE FORMATION ÉDUCATIVE
      • 18.4. CONCLUSION
      • 18.5. EXTRAITS DE VERBALISATIONS DES ÉTUDIANTS DU COURS DE DIDACTIQUE
    • CHAPTER 19. LEARNING BY DOING: PUTTING THE CEFR DESCRIPTORS FOR ONLINE INTERACTION AND MEDIATION INTO PRACTICE BY TEACHER TRAINEES
      • 19.1. INTRODUCTION
      • 19.2. PROJECT DESCRIPTION
        • 19.2.1. PREPARATION
        • 19.2.2. MODULE CREATION
        • 19.2.3. HOW THE DESCRIPTORS FOR MEDIATION WERE EXPLOITED
        • 19.2.4. EXAMPLES OF TASKS PRODUCED
        • 19.2.5. FOLLOW-UP ACTIVITIES
        • 19.2.6. COMMUNITY OF PRACTICE
        • 19.2.7. REFLECTION AND EVALUATION
      • 19.3. DISCUSSION
        • 19.3.1. UTILISATION OF FEEDBACK
        • 19.3.2. PERCEIVED IMPACT ON TEACHING AND LEARNING
      • 19.4. CONCLUSIONS
    • CHAPTER 20. EXPLORING TEACHERS' BELIEFS AND PRACTICES ABOUT PHONOLOGY INSTRUCTION, WITH REFERENCE TO THE CEFR DESCRIPTORS
      • 20.1. INTRODUCTION
      • 20.2. PROJECT DESCRIPTION
        • 20.2.1. RESEARCH BACKGROUND
        • 20.2.2. THE PROJECT'S THREE STRANDS
        • 20.2.3. INPUT AND GUIDANCE FROM TRAINERS
        • 20.2.4. ONGOING REFLECTION
      • 20.3. DISCUSSION
        • 20.3.1. IMPACT OF THE STUDY
        • 20.3.2. CHANGE IN TEACHERS' KNOWLEDGE AND AWARENESS
        • 20.3.3. CHANGE IN TEACHERS' PRACTICE
      • 20.4. CONCLUSION
  • PART III. CRITICAL REFLECTIONS AND FUTURE PERSPECTIVES
    • CHAPTER 21. THE CEFR 2020 – REACHING OUT BEYOND LANGUAGE EDUCATION
      • THE CEFR PROJECT 2014-20 – REVISIONS, ADDITIONS, REPOSITIONING
      • KEY CONCEPT: MEDIATION
      • MEDIATION FUNCTION OF SCHOOL EDUCATION AND MEDIATION AS A MODE OF LANGUAGE USE
      • CEFR 2020: A NEW CONCEPT FOR (LANGUAGE) EDUCATION?
    • CHAPTER 22. CRITICAL REFLECTION ON THE CASE STUDIES
      • PLURILINGUALISM
      • AGENCY
      • MEDIATION
      • CONCLUSION
      • REFERENCES
    • CHAPTER 23. THE CEFR COMPANION VOLUME AND THIS VOLUME OF CASE STUDIES: BUILDING BLOCKS TO SHAPE ACTION-ORIENTED LANGUAGE TEACHING
      • LEARNERS AS SOCIAL AGENTS AND AGENCY
      • THE PLURILINGUAL STANCE
      • RETHINKING THE NATIVE SPEAKER MODEL
      • ONLINE INTERACTION AND TRANSACTIONS
      • MEDIATION
      • LANGUAGE EDUCATION AT THE ACTION-ORIENTED MEDIATIONAL TURN? SHOW, DON'T TELL!
      • REFERENCES
  • PART IV. APPENDICES
    • APPENDIX 3.1. SELECTED CEFR/CV MEDIATION AND PLURILINGUAL/PLURICULTURAL SCALES AND DESCRIPTORS
    • APPENDIX 3.2. EXAMPLE OF SELF-EVALUATION SCALE FOR STUDENTS TO EVALUATE THEIR PROGRESS IN BUILDING UP MEDIATION SKILLS
    • APPENDIX 3.3. SOCIO-EMOTIONAL SCALE USED IN THE PROJECT
    • ANNEXE 4.1. FICHE DE TRAVAIL 1 : AÉROPORT – VOCABULAIRE GÉNÉRAL
    • ANNEXE 4.2. FICHE DE TRAVAIL 2 : AÉROPORT – ACTES DE PAROLE 333
    • ANNEXE 4.3. AUTOÉVALUATION : QUESTIONNAIRE ET RÉSULTATS
    • APPENDIX 7.1. LEARNING UNIT – SELF-ASSESSMENT GRID: COMPREHENSION–INTERPRETATION – MEDIATION OF LITERARY TEXTS – B2
    • APPENDIX 7.2. LEARNING UNIT – TEACHER ASSESSMENT GRID: COMPREHENSION–INTERPRETATION– MEDIATION OF LITERARY TEXTS – B2
    • APPENDIX 8.1. CHECKLIST USED FOR TEACHER AND SELF-ASSESSMENT
    • APPENDIX 8.2. CHECKLIST USED FOR TEACHER AND SELF-ASSESSMENT
    • APPENDIX 8.3. RESULTS FROM TEACHER AND SELF-ASSESSMENTS USING APPENDICES 8.1. AND 8.2.
    • APPENDIX 8.4. RESULTS FROM STUDENT SURVEY (GROUP 1)
    • APPENDIX 8.5. RESULTS FROM STUDENT SURVEY (GROUPS 2 & 3)
    • ANNEXE 15.1. INSTRUMENTO DE APOIO À PLANIFICAÇÃO DE SEQUÊNCIA DIDÁTICA
    • ANNEXE 15.2. GUIÃO PARA A DESCRIÇÃO DE UMA ATIVIDADE DE MEDIAÇÃO
    • ANNEXE 17.1. QUESTIONNAIRE À DESTINATION DES ENSEIGNANTS
    • ANNEXE 17.2. GRILLE D'OBSERVATION UTILISÉE POUR LES VISITES DE CLASSES
    • ANNEXE 17.3. QUESTIONNAIRE À DESTINATION DES APPRENANTS
    • ANNEXE 18.1. FICHE DE TRAVAIL 1
    • ANNEXE 18.2. FICHE DE TRAVAIL 2 - TRANSCRIPTIONS DES PRÉSENTATIONS
    • ANNEXE 18.3. FICHE DE TRAVAIL 3 - DICTIONNAIRE PLURILINGUE
    • ANNEXE 18.4. QUESTIONNAIRE
    • APPENDIX 20.1. PHONOLOGY BELIEFS: INITIAL QUESTIONNAIRE
    • APPENDIX 20.2. QUESTIONNAIRES: COLLATED RESULTS
    • APPENDIX 20.3. RESOURCES USED FOR INPUT AND GUIDANCE
    Enriching 21st Century Language Education
    Cdn: $142.50; US: $98.00
    Council of Europe BookID: 129353 Added: 2022.4.2