Implementing CEFR in tertiary context: compromises and balance

k 2014

Implementing CEFR in tertiary context: compromises and balance

DOUPOVCOVÁ, Radmila and Eva SLOŽILOVÁ

Basic information

Original name

Implementing CEFR in tertiary context: compromises and balance

Authors

DOUPOVCOVÁ, Radmila (203 Czech Republic, guarantor, belonging to the institution) and Eva SLOŽILOVÁ (203 Czech Republic, belonging to the institution)

Edition

The CEFR and Language Testing and Assessment – Where are we now, 2014

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

60200 6.2 Languages and Literature

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14640/14:00076174

Organization unit

Language Centre

Keywords in English

CEFR; compromises; balance; standardization; consequences

Abstract

V originále

Developing standardized language tests at university language centres is a highly demanding process full of compromises aimed at seeking balance within multi-faceted contexts of tertiary level language teaching. The proper ratio of proficiency and achievement, reasonable proportion between language for specific and language for academic purposes reflecting curricula and syllabi, appropriate weighting of language skills and subskills dominated by CEFR level descriptors represent just the tip of the iceberg. The first part of the poster will present primary achievements and obstacles within a language test standardization process of a central European university language centre with regard to implementing CEFR. It will also contextualize the ambitious project encompassing nine faculties and four foreign languages and provide basic background information necessary for a closer look at the situation in one of the faculties. The second part of the poster presentation follows up on the topic by submitting an example of the development of new final tests in legal English. The reasons that have led to replacing the current tests with the new ones lie in the effort to make the tests more corresponding to the criteria of CEFR and especially to the real needs of prospective lawyers. The poster will focus on the process of designing the new final tests, its challenges, and also the consequences and impact the tests will have on future language education at the faculty of law of the university.

Links

CZ.1.07/2.2.00/28.0233, interní kód MU

Name: Inovace, metodika a kvalita jazykového vzdělávání a odborného vzdělávání v cizích jazycích v terciární sféře v ČR (Acronym: IMPACT)

Investor: Ministry of Education, Youth and Sports of the CR, 2.2 Higher education

Citovat

DOUPOVCOVÁ, Radmila and Eva SLOŽILOVÁ. Implementing CEFR in tertiary context: compromises and balance. In The CEFR and Language Testing and Assessment – Where are we now. 2014.

@proceedings{1195379,
   author = {Doupovcová, Radmila and Složilová, Eva},
   booktitle = {The CEFR and Language Testing and Assessment – Where are we now},
   keywords = {CEFR; compromises; balance; standardization; consequences},
   language = {eng},
   title = {Implementing CEFR in tertiary context: compromises and balance},
   year = {2014}
}

TY  - CONF
ID  - 1195379
AU  - Doupovcová, Radmila - Složilová, Eva
PY  - 2014
TI  - Implementing CEFR in tertiary context: compromises and balance
KW  - CEFR
KW  - compromises
KW  - balance
KW  - standardization
KW  - consequences
N2  - Developing standardized language tests at university language centres is a highly demanding process full of compromises aimed at seeking balance within multi-faceted contexts of tertiary level language teaching. The proper ratio of proficiency and achievement, reasonable proportion between language for specific and language for academic purposes reflecting curricula and syllabi, appropriate weighting of language skills and subskills dominated by CEFR level descriptors represent just the tip of the iceberg. The first part of the poster will present primary achievements and obstacles within a language test standardization process of a central European university language centre with regard to implementing CEFR. It will also contextualize the ambitious project encompassing nine faculties and four foreign languages and provide basic background information necessary for a closer look at the situation in one of the faculties. The second part of the poster presentation follows up on the topic by submitting an example of the development of new final tests in legal English. The reasons that have led to replacing the current tests with the new ones lie in the effort to make the tests more corresponding to the criteria of CEFR and especially to the real needs of prospective lawyers. The poster will focus on the process of designing the new final tests, its challenges, and also the consequences and impact the tests will have on future language education at the faculty of law of the university.
ER  -

DOUPOVCOVÁ, Radmila and Eva SLOŽILOVÁ. Implementing CEFR in tertiary context: compromises and balance. In \textit{The CEFR and Language Testing and Assessment – Where are we now}. 2014.

Detailed Information on Publication Record