Assessment and the National Languages Strategy

Abstract

The Languages Ladder-a new framework for accrediting language proficiency-is a core element of the National Languages Strategy. This paper presents Asset Languages, the system being developed by Cambridge Assessment to implement the Languages Ladder, aiming to set it apart from existing qualification frameworks by accrediting clearly defined functional language skills and providing motivation and support for learning. The paper discusses the challenges of creating a framework which validly serves these two purposes, referring to the Common European Framework of Reference (CEFR) as a model for the Languages Ladder. The scaling and standard-setting methodology adopted is briefly described. The learner groups catered for by the inclusive Asset Framework differ widely, and comparing them within a common proficiency frame of reference, although a valuable aim, requires us to think clearly about these differences, giving due consideration to specific features of languages, and of learner groups.

Thalamic Contributions to Basal Ganglia-Related Behavioral Switching and Reinforcement

“…This major discovery was followed by electrophysiological and anatomical evidence that the MRF mediates these powerful effects upon brain activation via the so-called “ascending reticular activating system”, which flows through the intralaminar nuclei, a nuclear group associated with the internal medullary lamina of the thalamus commonly seen as the source of the “non-specific” thalamocortical system (Steriade and Glenn, 1982; Jones, 2007). Towards the posterior end of this nuclear group, sits the caudal intralaminar nuclear complex which, in primates, comprises the centre median and parafascicular nuclei (CM/Pf).…”

The Engagement of BAAL – and Applied Linguistics – with Policy and Practice

“…However, UK reluctance to engage with European educational initiatives meant that the CEFR was never endorsed as a framework for home FL instruction. Instead, a locally produced 'languages ladder' , developed as part of the National Languages Strategy, provided the basis for a professionally developed, independent set of language assessments in a range of languages ('asset languages': Jones 2007). It was hoped that this assessment scheme would motivate and provide certification for learners undertaking study of languages below GCSE level, for example in primary schools.…”

Learning French in the UK setting

“…At the same time, a "Languages Strategy" was adopted for English schools (Department for Education and Skills, 2002), which it was hoped would raise the profile of FL study, enhance choice and quality for languages students, and above all improve learner motivation. Languages Strategy measures included substantial investment in (still voluntary) FL initiatives at primary school level (Cable, Driscoll, Mitchell, & Sing, 2010;Wade & Marshall, 2009), with a view to the eventual inclusion of primary FL study in the National Curriculum, and the provision of nationally accredited languages tests in a wide range of languages (including heritage immigrant languages as well as other European and Asian languages) independent of the GCSE system ("Asset Languages" tests: Jones, 2007).…”