Building Curricula Building Curricula Based on STANAG Based on STANAG

6001?6001?Roy LowthianRoy Lowthian

Estonian National Defence Estonian National Defence CollegeCollege

Aims of the Bologna Aims of the Bologna processprocess

The ultimate goal of the Bologna The ultimate goal of the Bologna Declaration is to create a common Declaration is to create a common European Higher Education Area by European Higher Education Area by 2010 with a view to improving the 2010 with a view to improving the competitiveness and attraction of competitiveness and attraction of European higher education in European higher education in relation to other continents. The relation to other continents. The means to this end are six objectives:means to this end are six objectives:

•• Easily readable and comparable degrees.Easily readable and comparable degrees. The European Credit Transfer The European Credit Transfer System.System.

•• Uniform degree structures. Uniform degree structures. The degree structure mainly based on a two-The degree structure mainly based on a two-cycle model.cycle model. Three years, ends in a Bachelor-level Three years, ends in a Bachelor-level degree and two years for Master's degrees degree and two years for Master's degrees

•• Establishment of a system of credits - such as in the Establishment of a system of credits - such as in the ECTS system.ECTS system.

•• Increased mobility.Increased mobility. An increase in the mobility of An increase in the mobility of students, teachers, researchers and administrative students, teachers, researchers and administrative staff.staff.

•• Promotion of European co-operation in quality Promotion of European co-operation in quality assuranceassurance

•• Promotion of the European dimension in higher Promotion of the European dimension in higher education. education. Closer international cooperation and Closer international cooperation and networks; language and cultural education.networks; language and cultural education.

COMPARISON OF STANAG COMPARISON OF STANAG 2/CEFR B1 SPEAKING2/CEFR B1 SPEAKING

STANAGSTANAG CEFRCEFR

Able to communicate in everyday Able to communicate in everyday social and routine workplace social and routine workplace situations.situations.

I can enter unprepared into I can enter unprepared into conversation on topics that are conversation on topics that are familiar, of personal interest or familiar, of personal interest or pertinent to everyday life (e.g. pertinent to everyday life (e.g. family, hobbies, work, travel and family, hobbies, work, travel and current events).current events).

In these situations the speaker In these situations the speaker can describe people, places, and can describe people, places, and things.things.

Can give straightforward Can give straightforward descriptions on a variety of descriptions on a variety of familiar subjects within his/her familiar subjects within his/her field of interest. field of interest.

Can narrate current, past, and Can narrate current, past, and future activities in complete, but future activities in complete, but simple paragraphssimple paragraphs

Can reasonably fluently relate a Can reasonably fluently relate a straightforward narrative or straightforward narrative or description as a linear sequence description as a linear sequence of pointsof points

Simple structures and basic Simple structures and basic grammatical relations are grammatical relations are typically controlled, while more typically controlled, while more complex structures are used complex structures are used inaccurately or avoided.inaccurately or avoided.

Uses reasonably accurately a Uses reasonably accurately a repertoire of frequently used repertoire of frequently used ‘routines’ and patterns associated ‘routines’ and patterns associated with more predictable situations.with more predictable situations.

Comparison cont.Comparison cont.

STANAGSTANAG CEFRCEFR

Vocabulary use is appropriate for Vocabulary use is appropriate for high-frequency utterances but high-frequency utterances but unusual or imprecise at other unusual or imprecise at other timestimes

Shows good control of Shows good control of elementary vocabulary but major elementary vocabulary but major errors still occur when errors still occur when expressing more complex expressing more complex thoughts or handling unfamiliar thoughts or handling unfamiliar topics and situations.topics and situations.

Errors in pronunciation, Errors in pronunciation, vocabulary, and grammar may vocabulary, and grammar may sometimes distort meaningsometimes distort meaning

Pronunciation is clearly Pronunciation is clearly intelligible even if a foreign intelligible even if a foreign accent is sometimes evident and accent is sometimes evident and occasional mispronunciations occasional mispronunciations occur.occur.

Can interact with native speakers Can interact with native speakers not used to speaking with non-not used to speaking with non-natives, although natives may natives, although natives may have to adjust to some limitationshave to adjust to some limitations

Can follow clearly articulated Can follow clearly articulated speech directed at him/her in speech directed at him/her in everyday conversation, though everyday conversation, though will sometimes have to ask for will sometimes have to ask for repetition of particular words repetition of particular words and phrases.and phrases.

SUSTAINED MONOLOGUE: Putting a case (e.g. in a debate)C2 No descriptor availableC1 No descriptor availableB2 Can develop an argument systematically with appropriate highlighting of significant points, andrelevant supporting detail.Can develop a clear argument, expanding and supporting his/her points of view at some length withsubsidiary points and relevant examples.Can construct a chain of reasoned argument:Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.Can develop an argument well enough to be followed without difficulty most of the time.

CEFRCEFRVOCABULARY RANGEVOCABULARY RANGEC2C2Has a Has a good command of a very broad lexical repertoire good command of a very broad lexical repertoire including idiomatic expressions including idiomatic expressions

andandcolloquialisms; shows awareness of connotative levels of meaning.colloquialisms; shows awareness of connotative levels of meaning.C1C1Has a Has a good command of a broad lexical repertoiregood command of a broad lexical repertoire allowing gaps to be readily overcome allowing gaps to be readily overcome

withwithcircumlocutions; little obvious searching for expressions or avoidance strategies. Good circumlocutions; little obvious searching for expressions or avoidance strategies. Good

command ofcommand ofidiomatic expressions and colloquialisms.idiomatic expressions and colloquialisms.B2B2Has Has a a good range of vocabularygood range of vocabulary for matters connected to his/her field and most general for matters connected to his/her field and most general

topics. Cantopics. Canvary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation andvary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation andcircumlocution.circumlocution.B1B1Has a Has a sufficient vocabularysufficient vocabulary to express him/herself with some circumlocutions on most topics to express him/herself with some circumlocutions on most topics

pertinent topertinent tohis/her everyday life such as family, hobbies and interests, work, travel, and current events. his/her everyday life such as family, hobbies and interests, work, travel, and current events. Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations

andandtopics. topics. A2A2Has a Has a sufficient vocabulary for the expression of basic communicative needssufficient vocabulary for the expression of basic communicative needs..Has a sufficient vocabulary for coping with simple survival needs.Has a sufficient vocabulary for coping with simple survival needs.A1A1Has a Has a basic vocabularybasic vocabulary repertoire of isolated words and phrases repertoire of isolated words and phrases related to particular concreterelated to particular concretesituations.situations.

CEFRCEFRGRAMMATICAL ACCURACYGRAMMATICAL ACCURACYC2 C2 Maintains Maintains consistent grammatical control of complex languageconsistent grammatical control of complex language, even while attention is otherwise, even while attention is otherwiseengaged (e.g. in forward planning, in monitoring others’ reactions).engaged (e.g. in forward planning, in monitoring others’ reactions).C1 C1 Consistently maintains a high degree of grammatical accuracyConsistently maintains a high degree of grammatical accuracy; errors are rare and difficult to ; errors are rare and difficult to spot. spot. B2+B2+Good grammatical controlGood grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence; occasional ‘slips’ or non-systematic errors and minor flaws in sentencestructure may still occur, but they are rare and can often be corrected in retrospect. structure may still occur, but they are rare and can often be corrected in retrospect. B2B2Shows Shows a relatively high degree of grammatical controla relatively high degree of grammatical control. Does not make mistakes which lead to. Does not make mistakes which lead tomisunderstanding.misunderstanding.B1+B1+Communicates with Communicates with reasonable accuracy in familiar contextsreasonable accuracy in familiar contexts; generally good control; generally good control though with though withnoticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express.noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express.B1B1Uses Uses reasonably accurately a repertoire of frequently used ‘routinesreasonably accurately a repertoire of frequently used ‘routines’’ and patterns associated with and patterns associated with

moremorepredictable situations.predictable situations.A2A2Uses Uses some simple structures correctlysome simple structures correctly, but still systematically makes basic mistakes – for example , but still systematically makes basic mistakes – for example

tendstendsto mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying toto mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying tosay.say.A1A1Shows Shows only only limited control of a few simple grammatical structureslimited control of a few simple grammatical structures and sentence patterns in a and sentence patterns in a

learnt Repertoirelearnt Repertoire

STANAGSTANAGLEVEL 2+ (FUNCTIONAL +) LEVEL 2+ (FUNCTIONAL +) Can write Can write relativelyrelatively coherent personal and informal correspondence and documents on coherent personal and informal correspondence and documents on practical, social, and everyday professional topics. Can organize and elaborate on ideas in practical, social, and everyday professional topics. Can organize and elaborate on ideas in special fields of competence in a way that is often, but not consistently, effective and special fields of competence in a way that is often, but not consistently, effective and acceptable to the native reader. Can write acceptable to the native reader. Can write acceptablyacceptably and provide and provide considerable detail considerable detail

when when narrating, describing, stating facts, comparing and contrasting, and instructing. Writes narrating, describing, stating facts, comparing and contrasting, and instructing. Writes

less less effectively when supporting opinion, clarifying points, and answering objections. May be effectively when supporting opinion, clarifying points, and answering objections. May be able to write about abstract concepts, but use of abstract linguistic formulations is able to write about abstract concepts, but use of abstract linguistic formulations is inconsistent. inconsistent. Shows some ability Shows some ability to arrange a series of paragraphs into essay-length to arrange a series of paragraphs into essay-length documents. However, there will be limitations. For example, organization and documents. However, there will be limitations. For example, organization and

development development of ideas may not be consistently clear, and transitions may occasionally be awkward. Also, of ideas may not be consistently clear, and transitions may occasionally be awkward. Also, imprecise vocabulary as well as flawed use of more complex structures, cohesive features, imprecise vocabulary as well as flawed use of more complex structures, cohesive features, or punctuation will sometimes interfere with efforts to sustain essay-length argumentation. or punctuation will sometimes interfere with efforts to sustain essay-length argumentation. Nevertheless, prose can readily be understood by a native not used to reading material Nevertheless, prose can readily be understood by a native not used to reading material written by non-nativeswritten by non-natives

LEARNING LEARNING OUTCOMESOUTCOMES B2B2

EVALUATION EVALUATION METHODMETHOD

EVALUATION EVALUATION CRITERIACRITERIA

-can provide -can provide elaborate elaborate description and description and comparison of comparison of people, places people, places and objects;and objects;

InterviewInterviewPicture Picture descriptiondescriptionMonologueMonologue

- Completion of - Completion of task task - - Vocabulary Vocabulary - Grammar - Grammar - Pronunciation- Pronunciation- Fluency - Fluency

- give solutions - give solutions to complex to complex problems and problems and give reasons give reasons convincingly convincingly and and appropriately;appropriately;

InterviewInterview - - Completion Completion of task of task - Vocabulary - Vocabulary - Grammar - Grammar - Pronunciation - Pronunciation - - Interaction Interaction - Fluency - Fluency

B2+ SpeakingB2+ Speaking

-can -can effectively effectively participate in participate in a discussion a discussion and debate;and debate;

Discussion, Discussion, debatedebate

- Completion - Completion of task of task - Vocabulary - Vocabulary - Grammar - Grammar - - Pronunciation Pronunciation - Interaction - Interaction - Fluency - Fluency

-can ask and -can ask and answer answer questions questions spontaneously spontaneously and and effortlessly;effortlessly;

Interview, Interview, presentationpresentation

- Completion of - Completion of task task - Vocabulary - Vocabulary - Grammar - Grammar - Pronunciation - Pronunciation - Interaction - Interaction - Fluency - Fluency

-can give -can give detailed detailed directions and directions and instructions;instructions;

Giving Giving directions and directions and instructionsinstructions

- Completion - Completion of task of task - Vocabulary - Vocabulary - Grammar - Grammar - - Pronunciation Pronunciation - Fluency- Fluency

-can deliver a -can deliver a presentation presentation competently.competently.

Presentation Presentation - Vocabulary - Vocabulary - Grammar - Grammar - Pronunciation - Pronunciation - Fluency - Fluency - Performance - Performance (structure, (structure, body body language, language, contact with contact with the audience) the audience)

MARK 1 MARK 2 MARK 3 MARK 4 MARK 5

COMPLETION OF TASK

Can use the language fluently, accurately and effectively on a wide range of general, academic,vocational or leisure topics, marking clearly the relationships between ideas.

Can use the language fluently and accurately, but may need time for formulation when talking about abstract or unfamiliar subjects. Sometimes obvious searching for words.

Can use the language fluently and with precision, only more complex subjects influence the flow of speech. Hesitation and avoidance strategies are rarely used.

Has a very good range of vocabulary that is used fluently and spontaneously.

Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvioussearching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.

GRAMMAR Good grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.

Good grammatical control, few non-systematic errors are still evident.

Very good grammatical control, minor flaws in sentence structure or more complex patterns.

Mostly high degree of grammatical control, very few mistakes.

Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.

VOCABULARY Has a good range of vocabulary for matters connected to his/her field and most general topics. Canvary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation andcircumlocution.

Has a good range of vocabulary of professional, general and a few abstract subjects. Occasionally pauses to search for words.

Has very good range of vocabulary but uses some circumlocutions. Uses some idiomatic expressions and colloquialisms.

Rarely has to pause to formulate ideas. Has a wide range of vocabulary, easily finds synonyms and paraphrases, uses a range of idiomatic expressions and colloquialisms.

Has a good command of a broad lexical repertoire allowing gaps to be readily overcome withcircumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms.

Name of the student

RegisterAppropriate? Not appropriate?

Point To the point? Not to the point?

Paragraphs Occasionally too much information in a paragraph. Too long, too short, block text?

Topic sentences Existent? Non-existent? Some topic sentences?

Logical order In logical order? Not in a logical order?

Linking devices Some structural linkers and occasional comparison/contrast linking devices.

Balanced opinion Essay has presented a balanced opinion. Only personal opinions (one sided). The opposing view is present but not convincing.

Supporting ideas Reasons given and explained. Some reasons given and explained. Some reasons given but no relevant examples, no justification.

Conclusion Clear signal of the end. Proper round-off. Conclusion too short and main points not restated.

Grammar, vocabulary Broad lexical repertoire, complex grammatical structures used correctly. Some idiomatic expressions. Some examples of more sophisticated vocabulary. Only concrete and rather narrow range of vocabulary.

EVALUATION: mark

Any questions or Any questions or contributions.contributions.

roy.lowthian@ksk.edu.eeroy.lowthian@ksk.edu.ee