From Padua to Groningen

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1 From Padua to Groningen The effects of the CercleS Seminar in Padua in 2009 on writing Nederlands in gang (0-A2) Berna de Boer

2 Benvenuti a tutti!

3 Contents I. State of affairs in September 2009 II. The 5 pillars III.The effects of the CercleS Seminar IV. What is the current situation in Groningen?

4 What was the situation? Beginner s textbook: Nederlands in gang Common situations Basic vocabulary Most essential points of grammar Communication

5 Our Language Centre s 5 pillars 1 CEFR 2 Reflection 3 Autonomous learning 4 A rich study environment (scaffolding) 5 Language skills in context

6 Pillar 1: The CEFR Where possible and practical, our range of languages relates to the Common European Framework of Reference (CEFR), developed by the Council of Europe. Leading role Can-do statements

7 Pillar 2: Reflection By giving students the chance to reflect on what they have learnt, we make the learning process explicit. Reflection moments Language learning histories (LLH)

8 Example: Taalbiografie Hoe leer je een taal? Hoe leer jíj Nederlands? Schrijf een tekst in het Nederlands, Engels, Duits of Frans. Geef antwoord op de volgende vragen: Wie ben je? Uit welk land kom je? Wat is je moedertaal? Welke andere talen spreek je? Hoe lang ben je nu in Nederland? Hoe leer je Nederlands? Wat doe je?

Geef antwoord op de volgende vragen: Wie ben je? Uit welk land kom je?

9 Ik ben Pembe Gönenc. Ik kom uit Turkije en mijn moedertaal is Turks. Ik spreek ook Engels. Ik woon nu al vier jaar in Nederland maar ik begin nu Nederlands te leren. Ik luister naar de cd tot de tekst is duidelijk. Ik leer de wordenlisten en doe mijn huiswerk. Ik doe ook de opdrachten op de website. Eventhough I have been living in the Netherlands for almost five years, I ve just started to learn Dutch at this course. We are learning the foundation and the theory in the course. In order to use what I ve learned, I have to speak more and get more comfortable with the Dutch language. I need to get better at my pronunciation as well.

Ik leer de wordenlisten en doe mijn huiswerk. Ik doe ook de opdrachten op de website.

10 Pillar 3: Autonomous learning Stimulating student autonomy in the use of language being learnt in the wider context (of education, where appropriate) is inherent to the setup of our courses. Answers Website Actual practice

wider context (of education, where appropriate) is

11 Example: Actual Practice Koop groente of fruit op de markt. Stel een vraag over een product.

12 Pillar 4: A rich study environment It is our aim to create a rich study environment, in which the needs of students occupy centre stage, and in which student autonomy is supported by scaffolding in the form of a carefully constructed study environment. Book 2 CDs Website: comprehension exercises pronunciation exercises grammar and vocabulary exercises links to songs and short films vocabulary lists

the form of a carefully constructed study environment.

13 Pillar 5: Language skills in context The Language Centre course content is determined by the context in which language is used and/or by the context in which the language is to be used at a later date. Everyday situations

which language is used and/or by the context in which

14 The effects of the CercleS Seminar in Padua What was implemented in the book?

15 Living in languages: plurilingual competence and intercultural competence in language education Manuela Guilherme Cultural section

16 Example: Cultural section In Nederland fietst iedereen, van kind tot professor. Vind je dat: leuk / normaal / vreemd /?

17 The Council of Europe s CEFR: Approach, status, function and implementation Authors of language textbooks have to take full account of the aspects of language use and competences presented in the CEFR, and to situate them in a reliable and transparent way with reference to the common reference levels of language proficiency. (Martinyuk 2009) CEFR indicators Overview in the teacher s manual

the CEFR, and to situate them in a reliable and transparent way with reference to the common

18 The Council of Europe s CEFR: Approach, status, function and implementation give due consideration to the development of the learners plurilingual capacities. (Martinyuk 2009) Language Learning Histories Vocabulary lists

the development of the learners plurilingual

19 The CEFR, the ELP and the need for a new assessment culture David Little Embedded can-do statements Checklist written in the target language

20 Example: Reflection 1. Kun je de dialoog nu begrijpen? 2. Kun je je naam en adres zeggen en de naam en het adres van anderen vragen? 3. Kun je tot 20 tellen? 4. Kun je je naam en adres spellen? 5. Kun je een formulier met persoonlijke gegevens invullen? 6. Kun je begroeten en afscheid nemen?

vragen? 3. Kun je tot 20 tellen? 4. Kun je je naam en adres spellen? 5.

21 The effects of the CercleS seminar in Padua What was not implemented in the book?

22 A whole-school approach to the use of the ELP Mary Ruane No ELP Pilot project Online pilot Dutch courses not only for university students No exam week

23 A need for a new assessment culture David Little Assessment database language functions reading texts written assignments grammar

24 What is the current situation in Groningen? How are we continuing to shape reflection and autonomous learning when writing a revised version of the sequel? Developing tests Implementation of peer feedback

25 Bedankt voor uw aandacht

26 From Padua to Groningen QUESTIONS? Berna de Boer

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