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Technological University of El Salvador Languages School English Department

This document outlines a module for undergraduate English students at the Technological University of El Salvador on English standardized tests and certifications. The module will take place over 6 weeks and cover the ACTFL and CEF guidelines for language assessments, common standardized tests to evaluate language proficiency and teaching skills, and allow students to practice sample tests. Students will be evaluated based on a quiz on course content, a research report, and an essay on English language assessments. The module aims to help students understand assessment options and help certify their English language and teaching competencies.

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Andres Eliseo Lima
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90 views

Technological University of El Salvador Languages School English Department

This document outlines a module for undergraduate English students at the Technological University of El Salvador on English standardized tests and certifications. The module will take place over 6 weeks and cover the ACTFL and CEF guidelines for language assessments, common standardized tests to evaluate language proficiency and teaching skills, and allow students to practice sample tests. Students will be evaluated based on a quiz on course content, a research report, and an essay on English language assessments. The module aims to help students understand assessment options and help certify their English language and teaching competencies.

Uploaded by

Andres Eliseo Lima
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 9

TECHNOLOGICAL UNIVERSITY OF EL SALVADOR

LANGUAGES SCHOOL
ENGLISH DEPARTMENT

GRADUATION PROCESS 2011

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 COURSE-LENGTH: From February 17th to March


24th /2011. Every Thursday
from
5:00 – 8:00 p.m. (three hours/
six class sessions)

1.3 NUMBER OF WORKED HOURS: 18 hours.


1.4 WEEKS: 6 weeks.
1.5 PREREQUISITE FOR: Module V
1.6 TEACHER: Edgar Nicolás Ayala
e-
mail:ayalanicolas@yahoo.com

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.

• Know through practice the experience of taking samples of


the most well-known tests to certify linguistic and didactical
competences.

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

CONTENTS OBJECTIVES METHODOLOGY DATES


Content 1. - Know through text Power point presentation/ February 17th and 24th /
THEORY ON ACTFL AND CEF analysis lecture, reading, bibliographical 2011.
GUIDELINES, STANDARDIZED ACTFL and CEF Guidelines research, group-work, class
TESTS AND CERTIFICATIONS: and types of tests and discussion and teacher’s
GUIDELINES certifications teachers and feedback.
- ACTFL students can take to certify
- CEF their English language
TESTS TO ASSESS LINGUISTIC competence and their
COMPETENCE didactical competence as
- ETS tests (TOEFL and well.
TOEIC).
- Cambridge ESOL Exams
(KET, PET, FCE, CAE, CPE)
- IELTS
- BEC
TESTS TO ASSESS DIDACTICAL
COMPETENCE
- TKT
- CELTA
Content 2. - Know through research Bibliographical research, power March 3rd and 10th /
RESEARCH ON STANDARDIZED which tests and certifications point presentation/lecture, 2011.
TESTS AND CERTIFICATIONS are the most widely accepted, reading, group-work, analyses on
and therefore required, the light of theory.
worldwide and at the national
scenario.

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

This module will be developed by giving lectures, doing readings,


working in groups, doing case analysis and doing field research on
contents such as THEORY ON ACTFL AND CEF GUIDELINES,
STANDARDIZED TESTS AND CERTIFICATIONS; RESEARCH ON
STANDARDIZED TESTS AND CERTIFICATIONS; PRACTICE TESTS TO
ASSESS LINGUISTIC AND DIDACTICAL COMPETENCES; Besides,
guidelines, summaries and feedback will be provided by the teacher.

Evaluation of learning achievements will be done through quiz,


report of field research and an essay; consequently, autonomous
learning and research will take place out of class. It will stress on the
understanding of theory, research and writing skills.

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.

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