Professional Documents
Culture Documents
LANGUAGES SCHOOL
ENGLISH DEPARTMENT
MODULE VI:
ENGLISH STANDARDIZED TESTS AND CERTIFICATIONS
1. GENERAL INFORMATION
1.1 STUDENT POPULATION Undergraduate students from
the Bachelor of Arts in
English.
1
2. MODULE DESCRIPTION
This module consists of the study of three contents- THEORY ON
ACTFL
AND CEF GUIDELINES, STANDARDIZED TESTS AND CERTIFICATIONS;
RESEARCH ON STANDARDIZED TESTS AND CERTIFICATIONS;
PRACTICE TESTS TO ASSESS LINGUISTIC AND DIDACTICAL
COMPETENCES - making use of teaching-learning strategies such as
lectures, autonomous learning, group-work, class discussion and field
research. Along the process, teacher’s input, guidance and feedback
will be provided to consolidate learning; to verify learning
achievements, students will be tested on the mastery of theory and
research skills.
3. OBJECTIVES
GENERAL OBJECTIVE
By the end of this module, students will be able to:
• Master most relevant aspects related to ACTFL and CEF
Guidelines, English standardized tests and certifications
teachers and students can take to assess their English language
competence level and the corresponding certifications they
might be granted; through theory analysis, research and
practice.
SPECIFIC OBJECTIVES
• Know through text analysis ACTFL and CEF Guidelines, the
types of tests and certifications teachers and students can
take to certify their English language competence and their
didactical competence as well.
2
• Know through research which tests and certifications are the
most widely accepted, and therefore required, worldwide
and at the national scenario.
4. COMPETENCY
Students will know, from theory and practice, ACTFL and CEF
Guidelines, standardized tests and certifications they can take and
apply to assess their linguistic and didactical competences.
3
4
5. CONTENT
5
Content 3. - Know through practice Practice, class discussion and
PRACTICE TESTS TO ASSESS the analysis. March 17th and 24th /
LINGUISTIC AND DIDACTICAL experience of taking 2011.
COMPETENCES samples of the most well-
- OPI, TOEFL, TOEIC, TKT, known tests to certify
CELTA linguistic and didactical
competences.
6
6. METHODOLOGY
6. EVALUATION SYSTEM
In this module, the evaluation will be carried out through:
- Written quiz on content 1 30%
- Report of field research on content 2 30%
- Argumentative essay on English standardized 40%
tests an certifications
7. REFERENCES
7
BROWN, H. DOUGLAS (1994). Teaching by Principles. An Interactive
Approach to Language Pedagogy. Englewood Cliffs, New Jersey: Prentice
Hall Regents.
BYRNES,HEIDI ET AL (1989). The ACTFL Oral Proficiency Interview Tester
Trainer Manual. New York: THE AMERICAN COUNCIL ON THE TEACHING
OF FOREIGN LANGUAGES
Cambridge University Press. ELT 09 catalogue.
Cambridge First Certificate in English (1997). New York: Cambridge
University Press.
Cambridge Key English Test (2003). New York: Cambridge University
Press.
Cambridge Preliminary English Test (2003). New York: Cambridge
University Press.
Cambridge Certificate in Advanced English (2003). New York: Cambridge
University Press.
Cambridge Certificate of Proficiency (2002). New York Cambridge
University Press.
COUNCIL FOR CULTURAL CO-OPERATION, EDUCATION COMMITTEE,
MODERN LANGUAGES DIVISION, STRASBURGO (2004) Common
European Framework of Reference for Languages: Learning, teaching,
assessment .New York: Cambridge University Press.
GEAR, JOLENE ET AL (2002). Cambridge Preparation for TOEFL Test. New
York: Cambridge University Press.
JAKEMAN, VANESSA ET AL (1999). Insight into IELTS. New York:
Cambridge University Press.
OMAGGIO, ALICE, C. (1986). Teaching Language in Context. Proficiency-
oriented Instruction. Boston, Massachusetts: Heinle and Heinle
Publishers, Inc.
LOUGHEED, LIN. Longman Preparation Series for the TOEIC Test.
SPRATT, MARY ET AL (2005). The TKT Course. New York: Cambridge
University Press.
THORNBURY, SCOTT ET AL (2007). The CELTA Course. New York:
Cambridge University Press.
8
WHITBY, NORMAN (2006). Business Benchmark pre-intermediate to
intermediate. New York: Cambridge University Press.