Adapting to the European FrameworkSome Problems Top-Down and Down-Up
- Celia Wallhead 1
- Steven Sylvester 1
- 1 Centro de Lenguas Modernas de la Universidad de Granada
- Marta Genís Pedra (coord.)
- Elena Orduna Nocito (coord.)
- David García-Ramos Gallego (coord.)
Editorial: Universidad Antonio de Nebrija
ISBN: 978-84-88957-54-2
Año de publicación: 2005
Páginas: 495-505
Congreso: Congreso de la Asociación de Centros de Lengua en la Enseñanza Superior (ACLES) (4. 2005. Hoyo de Manzanares (Madrid))
Tipo: Aportación congreso
Resumen
While the Council of Europe’s level system contained in the Framework and the Portfolio has brought great advantages for language teachers across Europe, especially in the areas of unification of evaluation criteria, it has presented problems of adaptation both at the top level of management decision-making and at the bottom level of teachers’ lesson-planning. As coordinators of English at the University of Granada’s Centre of Modern languages, we have had experience in both these areas. In this paper we set out briefly some decisions we have had to make concerning our levels and their content, especially in the middle area of the B levels. We describe how we dealt with problems with the text books at the bottom, the beginners’ level in the A1 area. Finally, we offer a single example of how teachers can expand the B2 level material to cover the specifications in the self-assessment guide.