From Padua to Groningen The effects of the CercleS Seminar in Padua in 2009 on writing Nederlands in gang (0-A2)
Berna de Boer
Benvenuti a tutti!
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?
What was the situation? Beginner’s textbook: Nederlands in gang • • • •
Common situations Basic vocabulary Most essential points of grammar Communication
Our Language Centre’s 5 pillars 1 CEFR 2 Reflection 3 Autonomous learning 4 A rich study environment (scaffolding) 5 Language skills in context
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
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)
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?
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.
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
Example: Actual Practice
• Koop groente of fruit op de markt. • Stel een vraag over een product.
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
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
The effects of the CercleS Seminar in Padua • What was implemented in the book?
Living in languages: plurilingual competence and intercultural competence in language education Manuela Guilherme
• Cultural section
Example: Cultural section • In Nederland fietst iedereen, van kind tot professor. • Vind je dat: leuk / normaal / vreemd / …?
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 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 CEFR, the ELP and the need for a new assessment culture David Little
• Embedded can-do statements • Checklist written in the target language
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?
The effects of the CercleS seminar in Padua • What was not implemented in the book?
A whole-school approach to the use of the ELP Mary Ruane
• No ELP Dutch courses not only for university students No exam week • Pilot project • Online pilot
A need for a new assessment culture David Little
• Assessment database
language functions reading texts written assignments grammar
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
Bedankt voor uw aandacht
From Padua to Groningen
QUESTIONS?
Berna de Boer (
[email protected])
