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Asset Languages is a voluntary assessment scheme, which supports the National Languages Strategy in England by providing recognition of achievement and associated accreditation options, against the Languages Ladder, a model of progression in language learning devised by the Department for Children, Schools and Families (DCSF)11 and linked to the CEFR. The scheme allows pupils to develop unique languages profiles, by separately assessing the four skill areas: listening, speaking, reading and writing. It is built around an adaptable combination of teacher assessment and external assessment, offering classroom-based ‘assessment for learning’ and demand-led external testing, throughout the year. Asset languages qualifications are available in twenty-five languages and can be used by learners of all ages and attainment levels. The languages included in the scheme are: Arabic, Bengali, Cantonese, Cornish, French, German, Greek, Gujarati, Hindi, Irish, Italian, Japanese, Mandarin, Panjabi, Polish, Portuguese, Russian, Somali, Spanish, Swedish, Tamil, Turkish, Urdu, Welsh and Yoruba. The Asset Languages website provides a range of information including specifications and sample material for each language as well as grade descriptors in the form of ‘Can Do’ statements.
2.CASNAV (Centre Académique pour la Scolarisation des Enfants Nouvellement Arrivés en France et des Enfants du Voyage) (A: 2, 3, 5, 7, 8, 9, 10, 12, 14) (B: 2, 3 5, 7, 8, 9, 10, 12, 14) (C: 2, 3, 5, 7, 8, 9, 10, 12, 14)
The CASNAVs are the main educational centres, part of the French Ministry of Education, dedicated to answer the needs of school students who are beginning to learn French as their language of schooling or who have not been schooled previously. They are run under the responsibility of the “Inspecteur d’Académie” and each Académie (or regional local authority) in France hosts a CASNAV. An official ministerial text outlines their organization and their objectives: B.O. spécial N°10 du 25 Avril 200212
The CASNAVs’ objectives are threefold: they are resource centres for schools and educational institutions, specialised centres for the educational community and personnel in charge of educational matters, mediation centres for families, parent-teachers associations and institutional partners. Their main mission is to help children learning French as the language of schooling to integrate in the French school system as quickly as possible, to provide assessment tools to evaluate their previous academic knowledge and their literacy level in their additional languages, and to offer pedagogical materials to teachers, whether specialized or not in the teaching of French as the language of schooling. Some of these centres, such as the one in Paris for example, provide professional development courses for teachers, others devote themselves, as in Strasbourg, to producing bilingual booklets for parents explaining the school system in France, others again, as in Besançon organise international conferences on the schooling of Roma children.
All CASNAV centres have websites, offering various pedagogical tools online and some publish bi-monthly bulletins detailing their activities.
Les Cahiers Ville École Integration are volumes published nationally by the various CASNAVs in France. Since 2003, 9 volumes have been published and all deal with the learning needs of students learning French as the language of schooling.
The second volume published in 2004 addresses the language needs of children who first arrive in the French school system and how to teach the language of schooling from the start in a multilingual classroom. Edited by Denis Leroy and Jean-Pascal Collegia it is entitled La langue des apprentissages. Premiers pas dans le français à l’école. The book is full of photographs of real classroom situations with children who are beginning to learn French and their teachers. It contains ten parts which start with welcoming the new student in class and then focus on teaching reading and speaking skills in the French class, then in mathematics, geography, arts, science and technology, history, sports, civics and music. Concrete summaries of what students need to learn in order to function efficiently in the mainstream classroom are offered and activities in different school subjects are the very basis on which the language of schooling is developed, i.e.; in a highly contextualized transdisciplinary approach, including the language needed in the playground, how to work in the library. Approaches to student tutoring are suggested, and meetings with parents modelled. The volume is extremely useful for teachers who might feel helpless faced with students who are just beginning to learn French. It provides many examples of realistic pedagogical activities to be carried out at primary level and useful cultural notes to understand children from diverse cultural and ethnic backgrounds.
For the other very useful volumes see website at:
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|Abraham, K. G., and S. N. Houseman. “Work and Retirement Plans Among Older Americans.” Upjohn Institute Staff Working Paper no. 04-105, July 2004||A community portal for professional development|
|Maine Learning Technology Initiative Professional Development Providers||Faculty of health, psychology and social care department of continuing professional development and postgraduate studies|
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