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Crafting a CEFR-based Curriculum:

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Matthew Benton

on 2 May 2017

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Transcript of Crafting a CEFR-based Curriculum:

Crafting a CEFR-based Curriculum:
A Turkish K-12 Case Study

Core Curriculum Drafting
- CEFR-based

- Provide for the academic, linguistic, cognitive, and sociocultural development of students

- Communicative Approach

- Terakki Language Learning Continuum

- IB integration
Defining a Teacher
- Guide, facilitator, innovator

- Instructor? Curriculum developer? Testing specialist? Plan writer? Materials designer?

- European Profiling Grid

- Implementing the curriculum
EAQUALS Accreditation
- Initial application

- Self-assessment

- Inspection process

- Results
Journey's End?
- Current/ongoing projects

- Challenges moving forward

- Threats facing Turkish FLT quality

- A call for collaboration
So, what does "CEFR-based" really mean?
Terakki Foreign Languages Department
-Minimal external standards
-Classroom teachers
-EAQUALS Accredited
-Systematized, on-paper
-Foreign language
-An independent accreditation body

-Promote and guarantee high quality in language teaching and learning

-Based in Europe with member institutions in over 30 countries, rapid growth in the Turkish market

-Original member profile largely language centers, but expanding more and more into universities and K-12 institutions
EAQUALS Can-Do Special Interest Project (2008)
Graphic courtesy of
Inspection Feedback
- Meeting the standards required in all categories of the inspection criteria

- 3 areas of excellence (out of 12 total)

- No further requirements for membership

- 46 recommendations
EAQUALS Quality Standards
1. Management and Administration

2. Teaching and Learning

3. Course Design and Supporting Systems

4. Assessment and Certification

5. Academic Resources

6. Learning Environment

Quality Standards cont.
7. Client Services

8. Quality Assurance

9. Staff Profile and Development

10. Staff Employment Terms

11. Internal Communication

12. External Communication

The Inspection in Numbers
- 1 program
- 2 continents
- 2 campuses, 4 schools
- 3 days
- 3 inspectors
- 4 languages
- 40 meetings
- 60+ classroom observations
- 100+ teachers, administrators, and specialists
- 1000s of pages of documentation
- 3000 students
Five Main Findings
1. Grammar-based teaching and unrealized potential of teachers

2. Teacher-centered and textbook-centered, oriented toward grammar-based testing

3. Ineffective classroom management and little variety in activity types

4. Lack of differentiation based on students' needs/levels/interests

5. Lack of effective feedback and support from the MEB inspectorate
Further Threats to Quality
- Exam-based system
- Exam-based curriculum in other subjects
- Few opportunities for benchmarking, lack of communication between schools
- Insufficient interdepartmental communication and connections
- Education faculty students' foreign language proficiency
- Not enough budget for PD
- Not enough budget for professional curriculum and assessment support
- Lack of continuity between grades, courses, levels
- Outdated yet ingrained mindsets among parents
- Native vs. non-native teacher cultural differences

Thanks for your attendance!
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