Aligning ESP courses with the Common European Framework of Reference for Languages
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Androulla Athanasiou
Androulla Athanasiou teaches English at the Language Centre of the Cyprus University of Technology. She obtained her PhD in English language teaching and her MA in English Language Studies and Methods at the University of Warwick, UK.
Elis Kakoulli Constantinou is an English Language Instructor at the Language Centre of the Cyprus University of Technology. She holds an MA in Applied Linguistics (University of Essex, UK). She is currently studying for a PhD in Curriculum and Materials Development through the Use of New Technologies at the Cyprus University of Technology.
Maro Neophytou is an Assistant Professor of English at the Language Centre of the Cyprus University of Technology. She holds a degree in English Literature from the University of Athens (1975), a diploma in Teaching English as a Foreign Language from the Institute of Education, University of London University (1981), and an MA in Applied Linguistics from the University of Essex, UK.
Anna Nicolaou is an English Language Instructor at the Language Centre of the Cyprus University of Technology. She holds an MA in English Language Studies and Methods from the University of Warwick, UK. She is currently a PhD candidate in the Centre for Language and Communication Studies at Trinity College Dublin, Ireland.
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Salomi Papadima Sophocleous
Salomi Papadima Sophocleous is an Assistant Professor and Director of the Language Centre of the Cyprus University of Technology. Her qualifications include: BA in French and Greek Philology (National and Capodestrian University of Athens, 1978). Postgraduate studies: Postgraduate Diploma in Education, French and Greek Methodology (La Trobe University, 1981); Postgraduate Certificate in TESOL (La Trobe, 1999); Master in Language Curriculum Development and Evaluation – Greek as a Second Language (La Trobe, 1999); Postgraduate Diploma in Computer Assisted Language Learning (Melbourne University, 1999); Master in French Literature (University of New England, 2001); Doctorate in Applied Linguistics (Middlesex University, 2005).
Christina Yerou is an English Language Instructor at the Language Centre of the Cyprus University of Technology. She holds an MSc in Computer-Assisted Language Learning combined with Teaching English to Speakers of Other Languages from the University of Stirling, UK. She has a BA in English Language Teaching (with merit) from the same university.
Abstract
This article explains how the Common European Framework of References for Languages (CEFR; Council of Europe 2001, Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press) has been applied in language courses at the Language Centre (LC) of the Cyprus University of Technology (CUT), demonstrating successful adaptations, but placing particular emphasis on the challenges faced in the alignment of English for Specific Purposes (ESP) courses with the CEFR. The CEFR is a tool providing a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. Its introduction has transformed the learning of languages, and its implementation requires major changes in teaching practices. The CEFR is oriented towards tasks and learning outcomes and provides descriptors of general language competence which are recognised and used internationally. However, many higher education institutions offer students the opportunity to study languages for specific purposes. In such educational contexts, the alignment of courses with the CEFR descriptors presents additional challenges. This paper demonstrates the difficulties faced by language educators at the LC of the CUT in the process of adapting a wide range of multidisciplinary English for Specific Purposes courses in accordance with the CEFR. Data were collected via focus group discussions among language educators at the LC CUT who had extensive experience in teaching ESP courses at university level. Emerging topics include stakeholders’ needs analysis, materials development, effective methodologies, task design, and the use of Information and Communication Technology (ICT) tools, among others. Major findings centre on the need for a tool that would facilitate the description of ESP competence levels corresponding to the CEFR but informed by a multidisciplinary perspective.
About the authors
Androulla Athanasiou teaches English at the Language Centre of the Cyprus University of Technology. She obtained her PhD in English language teaching and her MA in English Language Studies and Methods at the University of Warwick, UK.
Elis Kakoulli Constantinou is an English Language Instructor at the Language Centre of the Cyprus University of Technology. She holds an MA in Applied Linguistics (University of Essex, UK). She is currently studying for a PhD in Curriculum and Materials Development through the Use of New Technologies at the Cyprus University of Technology.
Maro Neophytou is an Assistant Professor of English at the Language Centre of the Cyprus University of Technology. She holds a degree in English Literature from the University of Athens (1975), a diploma in Teaching English as a Foreign Language from the Institute of Education, University of London University (1981), and an MA in Applied Linguistics from the University of Essex, UK.
Anna Nicolaou is an English Language Instructor at the Language Centre of the Cyprus University of Technology. She holds an MA in English Language Studies and Methods from the University of Warwick, UK. She is currently a PhD candidate in the Centre for Language and Communication Studies at Trinity College Dublin, Ireland.
Salomi Papadima Sophocleous is an Assistant Professor and Director of the Language Centre of the Cyprus University of Technology. Her qualifications include: BA in French and Greek Philology (National and Capodestrian University of Athens, 1978). Postgraduate studies: Postgraduate Diploma in Education, French and Greek Methodology (La Trobe University, 1981); Postgraduate Certificate in TESOL (La Trobe, 1999); Master in Language Curriculum Development and Evaluation – Greek as a Second Language (La Trobe, 1999); Postgraduate Diploma in Computer Assisted Language Learning (Melbourne University, 1999); Master in French Literature (University of New England, 2001); Doctorate in Applied Linguistics (Middlesex University, 2005).
Christina Yerou is an English Language Instructor at the Language Centre of the Cyprus University of Technology. She holds an MSc in Computer-Assisted Language Learning combined with Teaching English to Speakers of Other Languages from the University of Stirling, UK. She has a BA in English Language Teaching (with merit) from the same university.
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©2016 by De Gruyter Mouton
Artikel in diesem Heft
- Frontmatter
- Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres
- The Common European Framework of Reference for Languages, the European Language Portfolio, and language teaching/learning at university: An argument and some proposals
- Aligning ESP courses with the Common European Framework of Reference for Languages
- Implementing CEFR principles in introductory Norwegian language courses for international students: Opportunities and challenges
- EPOS – the European e-portfolio of languages
- Translating language policy into practice: Language and culture policy at a Dutch university
- The ELP through time: Background motivation, growing experience, current beliefs
- Using the ELP as a basis for self- and peer assessment when selecting “best” work in modern-language degree programmes
- Biografische Methoden der Kompetenzanalyse für die Reflexion von Sprachkompetenz–Portfolioarbeit in der Praxis
- Creating task-based oral foreign language exams linked to the CEFR in higher education
- From the learning diary to the ELP: An e-portfolio for autonomous language learning
- The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1
- Access granted: Modern languages and issues of accessibility at university – a case study from Australia
- The role of second language in higher education: A case study of German students at a Dutch university
- Plurilingual proficiency as a learning objective for a multilingual curriculum in the study of business in Finland
Artikel in diesem Heft
- Frontmatter
- Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres
- The Common European Framework of Reference for Languages, the European Language Portfolio, and language teaching/learning at university: An argument and some proposals
- Aligning ESP courses with the Common European Framework of Reference for Languages
- Implementing CEFR principles in introductory Norwegian language courses for international students: Opportunities and challenges
- EPOS – the European e-portfolio of languages
- Translating language policy into practice: Language and culture policy at a Dutch university
- The ELP through time: Background motivation, growing experience, current beliefs
- Using the ELP as a basis for self- and peer assessment when selecting “best” work in modern-language degree programmes
- Biografische Methoden der Kompetenzanalyse für die Reflexion von Sprachkompetenz–Portfolioarbeit in der Praxis
- Creating task-based oral foreign language exams linked to the CEFR in higher education
- From the learning diary to the ELP: An e-portfolio for autonomous language learning
- The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1
- Access granted: Modern languages and issues of accessibility at university – a case study from Australia
- The role of second language in higher education: A case study of German students at a Dutch university
- Plurilingual proficiency as a learning objective for a multilingual curriculum in the study of business in Finland
