European Framework part 2

English Notes
BSL Video

European Framework Part 2 

Continuing on with the subject of the European  Framework there is available, a document  
produced by the Council of Europe.  This is why we made the decision to adopt the Common
European framework. There is available, a document produced by the Council of Europe.
You can access this document in PDF format and print it out by going on to the web-site:

This document is designed as a reference document.The title document is: A Common
European Framework for Reference for Languages:  Learning, Teaching, and Assessment. It
really is a most useful reference to the learning, teaching and assessment of language. And
despite it appearing slightly complex, if you have a look at the document you will find it
helpful and it will provide a level of understanding.  One ought to bear in mind that this
reference is intended to accommodate spoken and written language.  Hence it is fashioned by
four modalities: listening, speaking, reading and writing.  Clearly this will be different to the
teaching of BSL.  

Discussion is on-going about the viability of removing elements, reading and writing.  This
would leave both the receptive and productive elements of BSL.  Here it is suggested that
BSL literature can be equated with the third element which is reading.  BSL literature means
the understanding of the specific use of BSL that is equivalent to reading English.  
This is an area that we intend to develop and it may well be that we are left with three BSL
elements whilst the framework you look at will retain four elements.

The aim is to engage the European framework with the teaching of BSL.  Work is required to
see how this can be achieved.  It does not necessarily mean that the teaching of the three BSL
elements would have to strictly follow how the four elements in the guidance are set out.  It is
more about establishing some common areas and common ground that would be conducive in
discussions about developments.

These common areas include different levels, learning, teaching and assessments.  Once
common ground can be established the level of language learnt will come clear.  Currently,
there is no common understanding when referring to level four or five degree level. But
working with the European Framework provides opportunity for clarity and a common
understanding.  You will know yourself, from experience, that the benchmarks are
ambiguous in relation to levels one, two, three, four and five.

There are a number of different levels and the importance of a common point of reference
cannot be reiterated enough.  From this knowledge of aims, expectations, assessments and so
on become clear and the framework offers us a guide in order that we may establish common
benchmarks.  It offers all of us who wish to be involved in the assessment of BSL and want to
see common established standards.

It moves us on professionally and, of course, as professionals we require common standards
and bench marks which one finds as a matter of necessity with regards to the teaching of
other languages.

PDF copy of UCLan's Adoption of CEFR

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