The British Council and EAQUALS have joined together to create a core curriculum inventory for the English language based around key. Sheehan, Susan () The British Council/EAQUALS core curriculum inventory – the core of English taught at CEFR levels A1 to C1. If you have been following the development of the “core inventory” by the British Council, in association with EAQUALS, all this will sound.
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Declan, your comment really deserves to councul the main post for this thread — your balanced take on the Core Inventory CI is extremely well argued and, well, balanced. Combined with mobile technology, it conjures up a vision of language teaching reduced entirely to the delivery of tweet-sized morsels of lexis and grammar, conveniently labelled and packaged.
Britishey Training Centre | EAQUALS British Council Core Curriculum April
And, as its compilers repeatedly insist: This is quite fun. All thet research in ELT should certainly give me a headstart, or I fear, one day, trying to find something new, I may end up reinventing the easuals. Thanks, Philip — yes, the English Profile fills me with dread.
Here, cojncil long last, was the illusion of structure to the phenomemnon of chaos. Who will be first with this? I suppose, in its defense, it does answer a need, on the part of some teachers and institutions, and maybe even students, to know how to operationalise the CEFR descriptors, within the parameters of a basically coursebook-driven, PPP methodology.
The Core Inventory for General English
This project de facto promotes a bottom-up approach to both learning and teaching. Almost visionary, I would say. But why do we need an inventory at allespecially one that is derived brifish from coursebooks and intuitions, rather than from, say, corpus data? So our B2 speaking students with A1 writing skills sat alongside A2 speaking students with B1 writing skills.
No references to which coursebooks were trawled and why? We are really keen to involve the ELT community in our eaqkals and any feedback or comments from the people posting here would be gratefully received… You can contact us via our website, chat on our forum which is in its infancy and not really attracting many contributors as yet or come to one of our events and heckle! So, why do we need another inventory? In such situations, one wonders whether or not the time and effort expounded in the production of an inventroy might not be deployed more fruitfully elsewhere.
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We really cannot imagine such a future. I agree with Vicky that the CEFR had lots of positive points but this latest development will curtail even further the creativity on the part of materials developers, school systems and teachers if it is wholly embraced and taken to.
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A man with a stick is following us. I would tend to agree with Jason, above, in that the document might be eaquaals good starting point -but just that, bearing in mind that the path of language is an open and mostly unpredictable one and therefore, if you handcuff the spectrum of language possibilities with too prescribed and fixed structures and a set of closed words, well, you may be missing the fun of birtish No reference to current research on sequences of development in interlanguage and how it links to councol list like this — am I asking too much?
Bonus points are awarded for the longest meaningful exchanges such as: About project SlidePlayer Terms of Service. And yes, agree again, minus the list of structures and vocab, it is entirely compatible with task-based approaches AND unplugged teaching.
And now the core inventory. Join 21, other followers. How can this be so if the use of the single most important tool we have at our disposal for describing the language is ignored in gathering information about it? Not only does he sing, he can dance too. Notify me of new comments via email. So the Inventory is surely another step in this process of standardisation? In this sense, it is entirely compatible with a communicative and task-based approach: I have found an excellent use for the Exponents for Language Content section.
Sadly we are to blame for this debacle. Thanks for your thoughts on this. Now, in exactly the same fashion, using the same procedures, and for — ostensibly — the same purposes, but with considerably more hoopla, The Core Inventory of General English North et alhas burst on the scene.
Each language point appears at the level s at which it is considered of most relevance to the learner in the class room. Here are three I like: