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Exploring Language Frameworks Proceedings of the ALTE Krakow Conference, July 2011 [Minkštas viršelis]

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Exploring Language Frameworks Proceedings of the ALTE Krakow Conference, July 2011Didesnis paveikslėlis
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This volume explores the impact of language frameworks on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges.

It brings together a selection of edited papers, based on presentations given at the 4th International Conference of the Association of Language Testers in Europe (ALTE) held in Krakow, Poland, in July 2011.

The selected papers focus on the conference's core themes as follows: the effect of frameworks on teaching, learning and assessment; the value of frameworks for teachers, learners and language policy makers; the contribution of frameworks towards describing particular languages.

Daugiau informacijos

This book explores the impact of language frameworks on learning, teaching and assessment, viewed from the perspective of policies, procedures and challenges.
Acknowledgements viii
Series Editors' note ix
Introduction 1(8)
Evelina D. Galaczi
Cyril J. Weir
Section One Frameworks and social contexts
9(94)
Migration policy and projects
1 Language testing and access
11(34)
Piet Van Avermaet
Lorenzo Rocca
2 Migration policies in Italy in relation to language requirements. The project Italiano, lingua nostra: impact and limitations
45(17)
Giuliana Grego Bolli
Multilingual policy and projects
3 The inclusive, plurilingual and intercultural approach of the Council of Europe and its implications for evaluation and assessment in language education
62(10)
Waldemar Martyniuk
4 European Index of Multilingual Policies and Practices
72(13)
Pawel Poszytek
5 European Survey on Language Competences - comparability of Al level competences across five languages
85(18)
Michaela Perlmann-Balme
Section Two Frameworks and educational contexts
103(122)
6 Defining an inclusive framework for languages
105(13)
Neil Jones
7 Implementing the CEFR in teacher-based assessment: approaches and challenges
118(17)
Brian North
Elzbieta Jarosz
8 A progress report on the development of the CEFR-J
135(29)
Masashi Negishi
Tomoko Takada
Yukio Tono
9 The impact of the Common European Framework of Reference for languages on teaching and assessment at the language centres of the universities of Bonn and Gottingen
164(23)
Ursula Hehl
Nicole Kruczek
10 `Assessment recollected in tranquillity': the ECEP project and the key concepts of the CEFR
187(18)
Enrica Piccardo
11 Choosing certification exams: how frameworks may guide test users
205(20)
Marylin Kies
Section Three Frameworks and practical issues
225(202)
Rating scales
12 Towards a new phonological control grid
227(24)
David Horner
13 The empirical validity of the CEFR Fluency Scale: the A2 level description
251(20)
Katrin Wisniewski
14 Rating scale design: a comparative study of two analytic rating scales in a task-based test
271(17)
Bart Deygers
Koen Van Gorp
Lucia Luyten
Sien Joos
15 Who, what, where, WENS: the native speaker in the Interagency Language Round table Scale
288(18)
Rachel L. Brooks
Beth Mackey
Test development and validation
16 Foreign language mediation tasks in a criterion-referenced proficiency examination
306(27)
Agnes Deveny
17 ILR-based verbatim translation exams
333(12)
Maria M. Brau
18 Developing diagnostic tests for young learners of EFL in grades 1 to 6
345(17)
Marianne Nikolov
Gabor Szabo
Statistical procedures
19 A study of differential item functioning in the TestDaF Reading and Listening sections
362(27)
Thomas Eckes
20 Do gender, age and first language predict the results in the Deutsch-Test fur Zuwanderer (DTZ)?
389(16)
Gudrun Klein
21 Exploring the relative merits of cognitive diagnostic models and confirmatory factor analysis for assessing listening comprehension
405(22)
Vahid Aryadoust
Christine C. M. Goh
Notes on contributors 427(9)
Presentations at the ALTE Conference in Krakow, 2011 436
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