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ECRIF A Language Learning Framework

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Younes EL Yousfi

on 15 April 2014

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Transcript of ECRIF A Language Learning Framework

A Language Learning Framework

ECRIF is not a linear framework. Learners find themselves practicing fluency before they have internalized target language. They go back to clarify something that is not fully understood, then double back to drill or practice fluency. After learners have internalized the meaning of a structure, they encounter a new meaning or use of the same structure which again leads them to clarify, remember, etc.

What is the Goal of ECRIF?
The goal of the ECRIF framework is to help students learn new language and skills so that they can use them fluently (i.e. with relative ease and speed) and accurately (i.e. with the correct form and meaning) to communicate outside the classroom.

Matching activity (but show understanding)
Identify correct and incorrect answers
Ask CCQs (Concept Checking Questions)
Gap fill
Information gap
Scrambled words
Guessing games
Reading scripts
Guessing Games
Information gaps
Storytelling/ role play
Short answer activities
structured discussions
Card Games
Guessing games
Fluency lines
Role play
Information gap

In ECRIF the Teacher orders the stages of the lesson based upon student learning. It may be that a teacher chooses to start lessons with fluency practice, or returns to pronunciation drilling based upon the assessment of learner production in the internalization or fluency stage of the lesson.
The ECRIF framework does not suggest a 'right' way to teach or any specific methodology. Rather, it has to do with adopting a more learning-centered way of thinking about the lessons that we already teach. In this way, we can understand the lessons from a learner's perspective and make adjustments to the lesson to serve their learning.
Learning-Centered Thinking
The ECRIF framework asks the teacher shift their thinking so that they can adopt the perspective of the student who is doing the actual learning. For example:
"The students encountered some unknown vocabulary words as they saw pictures of sports (i.e. they realized that they didn't know the word for that sport). They then clarified the vocabulary word for that sport by first hearing other students say the sport, hearing the teacher say it (pronunciation), and seeing it written on the board (spelling)."
The encounter phase of learning is the first time a learner encounters new material or information. Very often the Encounter will be prefaced by activating the learner’s background knowledge, or finding out what they already know. It involves three aspects: paying attention, noticing that there is something to be learned and then understanding what it that is being learned.
The learner works to figure out what the vocabulary, grammar or skill is and what it involves. Clarify is a process that happens inside the learner; when the learner works to determine the meaning, form or use of a vocabulary word. For example the meaning of a vocabulary word or pronunciation. Teachers of course assist in clarifying, and check or assess learners’ understanding of material. One way that teachers check comprehension is with comprehension checking questions, or CCQ’s.
This is the first step in committing new material to memory. It is usually characterized by repetition, drilling, and referring back to support materials such as models or prompts.
When a learner internalizes material, it is committed to long-term memory. After material or information has been internalized, learners no longer has to refer to support materials in order to remember because they can refer to the information that is stored in their own memory. Continued practice is needed to help internalize new language or information; the practice however differs from the remembering stage in that it now will be freer, less controlled practice with the learner making more choices in how they are using the information and relying less on outside support.
In this stage of learning, learners are using new material and information fluidly, in accordance with their current understanding and internalized grasp of the material. It is the stage where they freely test internalized knowledge and spontaneously produce the target language creatively in a personal, real- life communication tasks.

"The real voyage of discovery consists not in seeking new landscapes, but in having new eyes."
- Marcel Proust (French author)

The goal of the ECRIF framework is to help students learn new language and skills so that they can use them fluently (i.e. with relative ease and speed) and accurately (i.e. with the correct form and meaning) to communicate outside the classr
It's a framework for understanding learning
It's a lesson planning framework
It can be used to assess the relation between the learner and the material
It can be used as a guide to determine what kind of corrective feedback would be useful for the learner
ECRIF is not a linear experience or framework, although at times can be used that way
What is ECRIF?
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