Abstract
It is interesting how the Common European Framework of Reference of Languages (CEFR) was and is still able to guide people and teachers how to decide the language level of their students. Yet, as the experts who set the CEFR say, “the CEFR is a tool to assist the planning of curricula, courses and examinations by working backwards from what the users/learners need to be able to do in the language.” On the other hand, “the CEFR outlines many different approaches to assessment, most of which are alternatives to standardized tests. It explains ways in which the CEFR in general and its illustrative descriptors in particular, can be helpful to the teacher in the assessment process.” Not only that, but it assigns a good space for Online Interaction and how to use to help students develop their real language use. Thus how can we relate all this? In my paper, I intend to clarify the new role given and highlighted by the new CEFR Revisions to Online Interaction descriptors, and how the teachers can use them to help their students develop their Listening and Speaking skills. In addition to this, I will speak about the relation between it and assessment, and how it can be used to help teachers plan the curricula to be used according to students’ needs. I intend to present these items through different practical activities that help the attendees grasp the different ideas proposed.
Digital Media
This presenter hasn’t added media.
Request media and follow this presentation.
