Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language
Keywords:
French as a foreign language, learners between two age groups, second foreign language, national competition, written compositions, CEFR descriptors, AYLLIT descriptors
Abstract
The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners – mostly 14 years old – and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners’ characteristics and continues with a review of the position of the French language in Slovenian primary schools, where French is taught as a second foreign language and an elective subject. Since French is a rather infrequent subject in primary schools, it is difficult to obtain comparable materials. Finally, 36 written compositions from the national French competition serve as the basis for analysis. The detailed analysis is accompanied by a presentation of the CEFR and AYLLIT descriptors for writing, as well as reflection on which descriptors are appropriate for assessing compositions and placing them on the CEFR levels. The AYLLIT descriptors seem more relevant, as they are more explicit and appropriate for the target group.
Downloads
Download data is not yet available.
References
Brumen, M. (2003). Pridobivanje tujega jezika v otroÅ¡tvu: PriroÄnik za uÄitelje; teoretiÄna in praktiÄna izhodiÅ¡Äa za uÄitelje tujega jezika v prvem in drugem triletju osnovne Å¡ole. Ljubljana: DZS.
Brumen, M., Čagran, B., & Rixon, S. (2005). Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools. Elope, 2(1-2), 167-184.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP.
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2001). Strasbourg: Language Policy Unit. Retrieved 10.08.2015 from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to young learners: introduction to the Special Issue. ELT journal, 68(3), 223-230.
Czura, A. (2013). Implementing Portfolio Assessment in Lower Secondary School. Elope, 10(1), 83-94.
Dagarin Fojkar, M. (2009). Modeli pouÄevanja tujega jezika v otroÅ¡tvu – pregled stanja v Evropi in drugje po svetu. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 154-176). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Drew, I., & Hasselgreen, A. (2008). Young Language Learner (YLL) Research: An Overview of some international and national approaches. Acta Didactica Norge, 2(1), 1-18.
Ellis, G. (2014). ‘Young learners’: clarifying our terms. ELT journal, 68(1), 75-78.
Gaonac’h, D. (2006). L’apprentissage précoce d’une langue étrangère. Paris: Hachette Éducation.
Hasselgreen, A., Kaleidate, V., Maldonado-MartÃn, N., & Pižorn, K. (2011). Assessment of young learner literacy linked to the Common European Framework of Reference for Languages. Graz: ECML.
Jereb, E. (2009). Francoska slovnica po naše. Ljubljana: Cankarjeva založba.
Enever, J., & Moon, J. (2010). A global revolution? Teaching English at Primary school. Retrieved 15.08.2015 from https://www.teachingenglish.org.uk/sites/teacheng/files/MoonEnever%20BC%20paper.pdf
Lah Å uster, A. (2013). UÄenje tujega jezika v otroÅ¡tvu – stopnja osebnostne razvitosti in razvitost strategih v 2. triadi OÅ . Vestnik za tuje jezike, V(1-2), 95-113.
MarjanoviÄ Umek, L. (2009). Razvoj otroÅ¡kega govora: uÄinek pouÄevanja in uÄenja tujega/drugega jezika. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 71-80). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Newport, E. L. (1999). Maturational Constraints on Language Learning. Cognitive science, 14, 11-28.
Oh, S. (2011). Classroom-based Language Assessment for Young Language Learners. Working Papers in TESOL & Applied Linguistics, 11(1), 55-56.
Phillips, S. (1993). Young learners. Oxford: OUP.
Pinter, A. (2006). Teaching Young Language Learners. Oxford: OUP.
Pevec Semec, K., KaÄ, L., Å eÄerov, N., LesniÄar, B., Lipavic OÅ¡tir, A., Cajhen, S., & StrmÄnik, L. (2013). UÄni naÄrt: Drugi tuji jezik v 4. do 9. razredu. Neobvezni izbirni predmet. Retrieved 15.06.2015 from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/os/devetletka/program_razsirjeni/Drugi_TJ_izbirni_neobvezni.pdf
Pižorn, K. (2009). Raziskave na podroÄju preverjanja/ocenjevanja tujejezikovnega znanja v otroÅ¡tvu. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 304-322). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Pižorn, K. (2014). The Development of a CEFR-based Scale for assessing Young Foreign Language Learners’ Writing Skills. Linguistica, 54, 241-259.
Raaen, G. (2010). A comparison of basic English skills in 7th and 10th grade. In FoU I Praksis 2009 Rapport fra konferanse om praksisrettet FoU i llærerutdanning. Trondheim: Tapir.
SeÅ¡ek, U., & Pižorn, K. (2009). Uporabnost evropkega jezikovnega okvira za mlajÅ¡e uÄence. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 290-303). Ljubljana: Zavod
Republike Slovenije za Å¡olstvo.
Skela, J., SeÅ¡ek, U., & Dagarin Fojkar, M. (2009). Opismenjevanje v drugem/tujem jeziku na zgodnji stopnji. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 290-303). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Sundqvist, P. (2014). Review of ‘The Young Language Learning: Research-based Insights into Teaching and Learning‘ (Hasselgreen, Drew, & Sørheim, 2012). KAPET, 10(1), 15-23.
Vanthier, H. (2009). L’enseignement aux enfants en classe de langue. Paris: CLE International.
Brumen, M., Čagran, B., & Rixon, S. (2005). Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools. Elope, 2(1-2), 167-184.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP.
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2001). Strasbourg: Language Policy Unit. Retrieved 10.08.2015 from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to young learners: introduction to the Special Issue. ELT journal, 68(3), 223-230.
Czura, A. (2013). Implementing Portfolio Assessment in Lower Secondary School. Elope, 10(1), 83-94.
Dagarin Fojkar, M. (2009). Modeli pouÄevanja tujega jezika v otroÅ¡tvu – pregled stanja v Evropi in drugje po svetu. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 154-176). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Drew, I., & Hasselgreen, A. (2008). Young Language Learner (YLL) Research: An Overview of some international and national approaches. Acta Didactica Norge, 2(1), 1-18.
Ellis, G. (2014). ‘Young learners’: clarifying our terms. ELT journal, 68(1), 75-78.
Gaonac’h, D. (2006). L’apprentissage précoce d’une langue étrangère. Paris: Hachette Éducation.
Hasselgreen, A., Kaleidate, V., Maldonado-MartÃn, N., & Pižorn, K. (2011). Assessment of young learner literacy linked to the Common European Framework of Reference for Languages. Graz: ECML.
Jereb, E. (2009). Francoska slovnica po naše. Ljubljana: Cankarjeva založba.
Enever, J., & Moon, J. (2010). A global revolution? Teaching English at Primary school. Retrieved 15.08.2015 from https://www.teachingenglish.org.uk/sites/teacheng/files/MoonEnever%20BC%20paper.pdf
Lah Å uster, A. (2013). UÄenje tujega jezika v otroÅ¡tvu – stopnja osebnostne razvitosti in razvitost strategih v 2. triadi OÅ . Vestnik za tuje jezike, V(1-2), 95-113.
MarjanoviÄ Umek, L. (2009). Razvoj otroÅ¡kega govora: uÄinek pouÄevanja in uÄenja tujega/drugega jezika. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 71-80). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Newport, E. L. (1999). Maturational Constraints on Language Learning. Cognitive science, 14, 11-28.
Oh, S. (2011). Classroom-based Language Assessment for Young Language Learners. Working Papers in TESOL & Applied Linguistics, 11(1), 55-56.
Phillips, S. (1993). Young learners. Oxford: OUP.
Pinter, A. (2006). Teaching Young Language Learners. Oxford: OUP.
Pevec Semec, K., KaÄ, L., Å eÄerov, N., LesniÄar, B., Lipavic OÅ¡tir, A., Cajhen, S., & StrmÄnik, L. (2013). UÄni naÄrt: Drugi tuji jezik v 4. do 9. razredu. Neobvezni izbirni predmet. Retrieved 15.06.2015 from http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/os/devetletka/program_razsirjeni/Drugi_TJ_izbirni_neobvezni.pdf
Pižorn, K. (2009). Raziskave na podroÄju preverjanja/ocenjevanja tujejezikovnega znanja v otroÅ¡tvu. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 304-322). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Pižorn, K. (2014). The Development of a CEFR-based Scale for assessing Young Foreign Language Learners’ Writing Skills. Linguistica, 54, 241-259.
Raaen, G. (2010). A comparison of basic English skills in 7th and 10th grade. In FoU I Praksis 2009 Rapport fra konferanse om praksisrettet FoU i llærerutdanning. Trondheim: Tapir.
SeÅ¡ek, U., & Pižorn, K. (2009). Uporabnost evropkega jezikovnega okvira za mlajÅ¡e uÄence. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 290-303). Ljubljana: Zavod
Republike Slovenije za Å¡olstvo.
Skela, J., SeÅ¡ek, U., & Dagarin Fojkar, M. (2009). Opismenjevanje v drugem/tujem jeziku na zgodnji stopnji. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu (pp. 290-303). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Sundqvist, P. (2014). Review of ‘The Young Language Learning: Research-based Insights into Teaching and Learning‘ (Hasselgreen, Drew, & Sørheim, 2012). KAPET, 10(1), 15-23.
Vanthier, H. (2009). L’enseignement aux enfants en classe de langue. Paris: CLE International.
Published
2016-03-31
How to Cite
Lah, M. (2016). Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language. Center for Educational Policy Studies Journal, 6(1), 49–70. https://doi.org/10.26529/cepsj.104
Section
FOCUS
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
