Adaptation of the CEFR to Remedial English Language Education in Japan

Autor/inn/en	Nagai, Noriko; Ayano, Seiki; Okada, Keiko; Nakanishi, Takayuki
Titel	Adaptation of the CEFR to Remedial English Language Education in Japan
Quelle	In: Language Learning in Higher Education, 2 (2013) 1, S.35-58 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2012-0003
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Remedial Instruction; College Freshmen; High School Graduates; Transitional Programs; Language Skills; Vocabulary; Grammar; Reading Skills; Program Development; Textbooks; Worksheets; Japan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Förderkurs; Studienanfänger; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Language skill; Sprachkompetenz; Wortschatz; Grammatik; Reading skill; Lesefertigkeit; Programmplanung; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	This article sets out to show how to contextualize CEFR descriptors to fit remedial English reading courses at Japanese tertiary institutions. The courses target incoming students who are typically accepted in the fall of their final high school year, and are offered between the time of acceptance and enrolment in the following April. The paper details steps for contextualizing CEFR descriptors and explains how we specify the descriptors for the remedial course. The adaptation of the CEFR comprises two steps. The first is to select CEFR descriptors relevant to the course. The selection is based on the purposes of the course and the proficiency level of the target learners. The second step is to expand on the selected descriptors in terms of reading tasks, text types, and text features. Text types associated with the reading tasks defined in the selected descriptors are identified, and text features are specified based on a close examination of the target level. Reading tasks are particularized according to text types and the actual texts assigned in each lesson. The resultant contextualization, varying in degree of specification, supports the different purposes of the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01