Tag Archives: CEFR

Universidad de Oxford lanza a nivel mundial su nuevo examen para acreditar el B2 y C1 | 100% online para los niveles B2 y C1 de Oxford | Resultados disponibles en 5 diás

Posted on April 24, 2024 by profesorbaker

Universidad de Oxford lanza a nivel mundial su nuevo examen para acreditar el B2 y C1 | 100% online para los niveles B2 y C1 de Oxford | Resultados disponibles en 5 diás! Continue reading →

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Adopting the Common European Framework of Languages – CEFR – in Thailand: What´s New In The CEFR?

Posted on February 28, 2022 by profesorbaker

Originally published at AsianCorrespondent.com on 7th April 2015 Source: Maxwellsnotes.com When Thailand’s new school year begins in May, teachers and schools across the country will begin the process of aligning their English language teaching with the Common European Framework of … Continue reading →

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DUOC UC: DISEÑO GRAFICO

Posted on October 13, 2019 by profesorbaker

Fuente: Duoc UC, Escuela de Diseño PROPÓSITO DE LA CARRERA Título al que conduce la carrera DISEÑADOR GRÁFICO Mención: Diplomado de especialización en Diseño de Interfaces e Interacciones Mención: Diplomado de especialización en Diseño de Sistemas de Identidad Visual   … Continue reading →

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Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers

Posted on June 23, 2013 by profesorbaker

What is the Common European Framework of Reference? The Common European Framework of Reference gives you a detailed description of learner level by skill, in a language-neutral format. It is a useful reference document for school directors, syllabus designers, teachers, … Continue reading →

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18% de los estudiantes evaluados logra certificar su nivel de inglés en el Simce 2012

Posted on June 7, 2013 by profesorbaker

Aumenta el número de estudiantes que logran demostrar un nivel suficiente en la comprensión de este idioma. En 2010 un 11% de los alumnos logró certificarse. Se observa una gran brecha entre los resultados de los jóvenes del grupo socioeconómico … Continue reading →

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87% of Teachers of English in Chile Meet or Exceed Mineduc Standards

Posted on June 5, 2013 by profesorbaker

A report on Tuesday, June 4 in the El Mercurio newspaper reported the following information: “Education Assessment showed that 34% of teachers do not have the basic knowledge of the language.” Further, the headline (my translation) went on to include … Continue reading →

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Interview with David Graddol: League Tables for Nations Futile

Posted on April 13, 2013 by profesorbaker

Interview with David Graddol David talks about his exploration of the changing role of English around the world and the impact that global change is having on how and when English is taught. ** Countries worry where they rank but … Continue reading →

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Cambridge ESOL, the CEFR & ALTE Can Do Statements: How many hours of study to reach each level?

Posted on October 7, 2012 by profesorbaker

All Cambridge English exams are developed using the principles and approaches of the Common European Framework of Reference for Languages (CEFR) – the standard benchmark used internationally to describe language ability. Describing levels of language ability The CEFR describes language … Continue reading →

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Spotlight on the CEFR & the European Commission on Languages & Language Teaching

Posted on October 3, 2012 by profesorbaker

“One of the CEFR’s objectives is to encourage modern language teaching professionals to think about their practices.” “The Council of Europe’s Common European Framework of Reference for Languages (CEFR) is now regularly mentioned when the subject of modern languages crops … Continue reading →

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$450 Million Dollar Plan: Vietnam demands its Non-Native English Teachers have Intermediate English Level

Posted on September 29, 2012 by profesorbaker

All school leavers will have a minimum level of English by 2020 under ambitious education reforms, but teachers fear that they are not getting the help they need to upgrade their own skills. Ed Parks Guardian Weekly, Tuesday 8 November … Continue reading →

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