Rome Seminar La Sapienza, University 0f Rome 20 May...

Rome SeminarRome Seminar

La Sapienza, University 0f Rome

20 May 2011

EBCL Survey Report, SOAS

�Scope

�Process�Process

�Preliminary findings

�Preliminary analysis

�Conclusions


Scope of the survey – HEI (Higher Education Institutions)

UK and IrelandUK and Ireland

�Confucius Institutes

�Scandinavian countries:

� Demark, Finland, Norway, and Sweden


Process of the survey

�Online questionnaire (4) – 56/21

�Follow up and interviews

�Website search

EBCL Survey Report, SOAS: preliminary findings

89

99

6880

100

120

5

17

8

68

9

00

20

40

60

80

UK Ireland Scandinavian Others

Yes

No


56 56

40

50

60

23

0

7

02

8

03 2

8

0

10

20

30

40

UK Ireland Scandinavian Others

Type 1

Type 2

Type 3


160 0 0

73

517

020406080

160 0 05

170

02040

C…

EBCL Survey Report, SOAS – preliminary analyses

Course offerings and types:

�UK – full range – increase in T2 and T3

� Ireland – no T1� Ireland – no T1

�Scandinavian HEI – no two types at the same time, and very few – only 2

Tradition and education system


CEFR related:

1) It is surprising low, even though CEFR is 1) It is surprising low, even though CEFR is widely used in the UK and Ireland

2) A huge discrepancies in understanding the levels in CEFR with regard to Chinese. No specific definitions are found in few institutions in the UK


Teaching materials:

1) China produced materials are widely 1) China produced materials are widely used, particularly the long standing ones;

2) Locally developed materials are common in the UK but not elsewhere

EBCL Survey Report, SOAS - Conclusions

�Every uneven development across the countries and regions

�Absence of framework of competence, but �Absence of framework of competence, but arbitrary link is not uncommon/uneasiness

�CLT is more like a “foreign” language –materials, context, and not in the “family”

�Reading appears to be weak, from the known syllabus and textbooks

Thank You! 谢谢谢谢谢谢谢谢!Thank You! 谢谢谢谢谢谢谢谢!

EBCL Survey Report: SOAS – Case study

�Oriental studies set up in 1916

� Johnston – professor of Chinese

Lao She – Linguaphone Chinese (1930)�Lao She – Linguaphone Chinese (1930)

�Centre for Chinese studies

�Department of China and Inner Asia

�Language Centre/London Confucius Institute

EBCL Survey Report, SOAS - Conclusions

�Every uneven development across the countries and regions

�Absence of framework of competence, but �Absence of framework of competence, but arbitrary link is not uncommon/uneasiness

�CLT is more like a “foreign” language –materials, context, and not in the “family”

�Reading appears to be weak, from the known syllabus and textbooks


�Oriental studies set up in 1916

� Johnston – professor of Chinese

Lao She – Linguaphone Chinese (1930)�Lao She – Linguaphone Chinese (1930)

�Centre for Chinese studies


�Language Centre/London Confucius Institute



Programmes offeredProgrammes offered

- Single honours – ½ - 2/3 (named degree)

- Joint honours – 1/3- ½ (name in degree)

- Minor – up to 1/3 (name not in degree)

- Elective/options -2-3 hrs


� Department of China and Inner Asia

Type 1� Year 1 50 Year 2 66 (year in China)� Year 1 50 Year 2 66 (year in China)

Year 3 55 Year 4 45

Type 2 (Non Chinese degree courses)

Special 1 55Special 2 17Special 3 14Special 4 12 Special business Chinese 7


� Language Centre/London Confucius Institute

Type 2Type 2

�One year Diploma in Modern Chinese (12)

Type 3

�From beginners to advanced/language for special purposes (1200 registrations)


� Language Centre/London Confucius Institute

�Postgraduate Diploma in Teaching Chinese �Postgraduate Diploma in Teaching Chinese as a Foreign Language

�Foundation Certificate/CPD programmes

�Applied research and projects

�Material development (CIS)

Chinese in Steps and level comparison

Others 2200+

Step 10 2000 CIS 10

Step 9 1800 ** CIS 9

Step 8 1600 CIS 8

Step 7 1350a * CIS 7

Step 6 1100a CIS 6

Step 5 870 CIS 5

Step 4 650 CIS 4

Adv Business Chinese

HSK Beginner Elementary/Intermediate Advanced

Step 4 650 CIS 4

Step 1 CIS 1

Step 3 430 CIS 3

Step 2 210 CIS 2

CEF A1-A2 CEF A2-B1 CEF B1-B2

Advanced ProficiencyLEVEL Beginner Lower Intermediate Upper Intermediate

Asst Lang Break through Preliminary Intermediate

CEF B2-C1 CEF C1 and C1+

School GCSE higher GCSE

CEF

Rome Seminar La Sapienza, University 0f Rome 20 May...

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