Publication details
Implementing CEFR in tertiary context: compromises and balance
| Authors | |
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| Year of publication | 2014 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Developing standardized language tests at university language centres is a highly demanding process full of compromises aimed at seeking balance within multi-faceted contexts of tertiary level language teaching. The proper ratio of proficiency and achievement, reasonable proportion between language for specific and language for academic purposes reflecting curricula and syllabi, appropriate weighting of language skills and subskills dominated by CEFR level descriptors represent just the tip of the iceberg. The first part of the poster will present primary achievements and obstacles within a language test standardization process of a central European university language centre with regard to implementing CEFR. It will also contextualize the ambitious project encompassing nine faculties and four foreign languages and provide basic background information necessary for a closer look at the situation in one of the faculties. The second part of the poster presentation follows up on the topic by submitting an example of the development of new final tests in legal English. The reasons that have led to replacing the current tests with the new ones lie in the effort to make the tests more corresponding to the criteria of CEFR and especially to the real needs of prospective lawyers. The poster will focus on the process of designing the new final tests, its challenges, and also the consequences and impact the tests will have on future language education at the faculty of law of the university. |
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