Programas de formación en reconocimiento de niveles comunes de referencia para profesores de centros bilingües
This paper presents the design of a training programme for secondary education teachers in bilingual schools. The goal of this programme was to train participants to recognise the common reference levels (CRLs), as established in the Common European Framework of Reference (CEFR), in oral performance...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/34264 |
| Acceso en línea: | http://hdl.handle.net/11441/34264 |
| Access Level: | acceso abierto |
| Palabra clave: | Common European Framework of Reference Teacher training Speaking Reliability Familiarisation Rating Marco Común Europeo de Referencia Formación del profesorado Producción oral Fiabilidad Familiarización Valoración |
| Sumario: | This paper presents the design of a training programme for secondary education teachers in bilingual schools. The goal of this programme was to train participants to recognise the common reference levels (CRLs), as established in the Common European Framework of Reference (CEFR), in oral performances. The programme, based on North et al. (2009), consisted of two phases: familiarisation with the CEFR and standardisation/rating of oral samples. The conclusions are that, firstly, the participants’ ability to identify and redistribute CRL descriptors depends on the number of both the descriptors and the communicative language activities they deal with. Secondly, there exists a direct relation between the number of recognition tasks and the degree of accuracy in CRL recognition. Thirdly, when classifying oral performances, the participants employed, apart from CRLs, additional criteria. Fourthly, the CRL recognition process was statistically controlled. The study shows that the majority of the sample of teachers needs further familiarisation with the CEFR and additional training in CRL recognition. Finally, several suggestions concerning CRL recognition training are made to educational authorities and teacher trainers. |
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