A CEFR-based Curriculum Design for Tertiary Education Level

Abstract

The aim of this research was to present a possible EFL curriculum design in line with the principles on the CEFR (Common European Framework of Reference for Languages). The qualitative data of the research were obtained through the interviews with the experts at TEFL through the semi-structured interview form developed by the researcher. The participants of the research were comprised of academics majored in both TEFL and the CEFR who were selected via purposeful sampling method. In order to analyse the qualitative data of this research, the content and thematic analyses were carried out using QSR Nvivo 8. According to the findings of the research, it was pointed out that the development of four language skills in order for language learners to be able to communicate, the consistency of content for learning and teaching EFL skills with real life situations, the employment of communicative language teaching methods, strategies, and techniques, and the use of alternative testing and assessment should be taken into consideration in the process of designing and developing key components of a CEFR-based EFL curriculum.

Global Perspectives on Project-Based Language Learning, Teaching, and Assessment

“…The introductory classes focused on student self-assessment and goal setting using the Common Project-based learning in the advanced German class 8 European Framework of References for Languages (CEFR) (Council of Europe, 2001). More and more advanced language course curricula are being aligned with the CEFR, and curriculum designers recognize project-based learning as one course design that can target specific language levels (Arslan & Ozenici, 2017). Since this course was aimed at a B2 proficiency level (i.e., high intermediate), the students needed to understand what that language assessment meant, where they might be on that scale, and what they might want to target to improve their language skills.…”

Framing the English Language (EL) CEFR-informed Curriculum Structure: The UKM Experience

“…As such, Arslan and Özenici (2017), in their study, had proposed a possible EFL curriculum design in line with the principles on the CEFR (Common European Framework of Reference for Languages) for tertiary education level. In addition, they had posed several elements to be considered in designing and developing key components of a CEFR-based EFL curriculum.…”

Modelos pedagógicos destinados a la enseñanza de inglés: su aplicación a estudiantes universitarios para la obtención del nivel intermedio alto

“…Expertos en la enseñanza de la lengua, basados en el Marco de Referencia Europeo para las Lenguas, señalan que es menester considerar evaluaciones alternativas que incluyen la autoevaluación, la evaluación del portafolio (documentación que evidencia el trabajo del estudiante a lo largo de un curso mediante apuntes, trabajos en clase, tareas extra-clase, etc. ), así como la evaluación entre pares (Arslan, 2017). Por lo tanto, el hecho de adoptar criterios estandarizados de evaluación que sugiere el MCER, no implica descartar las otras actividades de evaluación que el docente y la institución educativa consideren adecuados para la formación del estudiantado.…”

“…Las recomendaciones metodológicas alineadas al enfoque comunicativo consideran a las inteligencias múltiples, el aprendizaje basado en inferencias, aprendizaje basado en proyectos, actividades de aprendizaje cooperativas, así como trabajos en grupo o en parejas (dramas, juegos, etc.) (Arslan, 2017).…”

“…Un estudio realizado en docentes universitarios de inglés, de un alto perfil académico de dos países (Turquía y Reino Unido), reveló que, para alcanzar los propósitos curriculares del MCER el punto de partida de los estudiantes está vinculado a sus necesidades. Es decir, son las necesidades de los estudiantes las que deben marcar la pauta del aprendizaje curricular (Arslan, 2017). No obstante, a partir del año 2020 cada docente, basado en el sílabo, elige y gestiona el material de enseñanza para su grupo de estudiantes.…”