Revising modern language curriculum, assessment and teacher training – why, what and how

The CEFR and CEFRCV have had great impact on our profession throughout Europe and beyond. However, the theory and best practices found in any number of contexts leave plenty of room for context-driven interpretation and implementation – and also for confusion and tensions. Case studies from the Israeli context will be presented and discussed to reflect upon the needs that drive significant shifts in modern language education and training, specifically in contexts where there may be lack of cohesion between local policies, the school system, institutions of higher education and the global job market. When policy is reconsidered, how then does planning and implementation work? What are key factors? What are the responsibilities of teachers and what are the responsibilities of institutions and local authorities? The session will briefly explore these issues, inviting participants to reflect on their own teaching and learning contexts.

GUEST:
Chaya Fischer is the founding (now former) director of the Hebrew University Language Center. Established in 2017, the LC led a paradigm shift from grammar-translation-driven courses in eight foreign languages to an action-oriented approach, guided by the CEFR and CEFRCV. This shift relied on mentorship offered by the LCs of numerous European universities. Her professional development has focused on learner and teacher advocacy, teacher professional development, learner autonomy, intercultural communication, tandem and COIL projects. Chaya is currently shaping Israel’s Council of Higher Education’s policy on Hebrew for Arabic speakers and developing a variety of API (action-oriented, plurilingual, intercultural) education programs, primarily for NGOs supporting Palestinian populations.