[lg policy] Sudan: English at Higher Education Institutions: Problems and Solutions

[Harold Schiffman]

l


 Dr Mohamed Suleiman Al Zain
Email: msalzein65 at gmail.com <%20msalzein65 at gmail.com>
English at Higher Education Institutions: Problems and Solutions (4)
Date: 02/03/2015

In the third article there was a suggestion of a unified English language
syllabus for all higher education institutions which should meet global
criteria in planning, learning, teaching and assessment concerning the
required English language levels.
By global criteria we mean the Common European Framework of Reference for
languages (CEFR)
This wide spread used reference puts clearly the language proficiency into
six main levels (A1-A2- B1- B2- C1- C2) which corresponds with the
traditional levels (Beginners to Advanced).
The CEFR gives a detailed description of a learner level for the basic
skills in foreign languages. It is an important comprehensive document for
policy makers, administrators, syllabus designers, teachers, teacher
trainers as well as learners. CEFR makes it easier for the above mentioned
stakeholders to understand and use it to improve language in its
communicative purposes (language in use) rather than gaining only certain
linguistic knowledge.
CEFR is very practical when deciding language policy, when developing
language materials and syllabuses, when designing courses, when running
teacher training programmes, when evaluating language learner needs, when
creating and marking exams in addition to continuous self-assessment.
The reference describes language learners’ ability in six levels which are
very flexible in that each level can be divided into sub-levels to build
gradable courses for different classes with adaptation according to
learners’ needs and the targeted level. These levels represent the vertical
dimension of learners’ progress where as the different contexts of learning
and teaching represent the horizontal dimension.
There are global scales that describe what each individual learner can do
to reach the next level in order to master the linguistic, sociolinguistic
and pragmatic competencies, in addition to the basic skills and other areas
in learning a language. They act as tools for comparing the levels of
learners’ ability and as a means to check their progress.
As for assessment, the alignment of national and local exams to the CEFR
makes it possible for learners to pass tests such as TOFEL and IELTS and
other recognised international qualifications needed to compete in the
global business with its multi-national companies that prevail the world
today.

http://news.sudanvisiondaily.com/article.html?rsnpaid=2328

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