Understanding levels

Madrelingua uses a system of 8/9 levels for adults, according to how you count them (the first level can be split into two half courses to allow for people who aren’t complete beginners).

Why?

Because the CEF (Council of Europe, Common European Framework) system of 6 “stages” doesn’t really fit with a structure of 90 hour “annual” courses with students doing a “level” each year. Look at the following table and note the differences in the two structures:

Madrelingua levels for adults compared to CEF and Cambridge ESOL exams

CEF	A1		A2	B1	B2		C1		C2
Madrelingua courses	1a (45 hours)	1b (45 hours)	2 (90 hours)	3 (90 hours)	4 (90 hours)	5(FCE) (90 hours)	6 (90 hours)	7CAE) (90 hours)	8(CPE) (90 hours)
Cambridge ESOL			KET	PET		FCE		CAE	CPE

As you can see, some CEF “stages” normally require longer than a 90 hour course to complete, and some of the Madrelingua levels are focused on specific Cambridge ESOL exams.

Summary

These overlapping level systems may seem confusing at first, but there are certain advantages in having this multi-layered view:

• CEF levels are a useful standard in any discussion about language level. They are also applicable to other languages and other exams (i.e. TOEFL, IELTS). Students may already know their CEF level, having perhaps passed a university exam at a given level. Potential clients feel they are getting something useful when doing a level test and learning their CEF level (not just the Madrelingua level).

• Cambridge ESOL exams are popular with students and with employers. They may exempt students from certain university exams, or constitute an important addition to the CV of a young graduate looking for work, or a professional hoping to change employer.

• Madrelingua levels (and those of other schools) are useful for choosing materials and for organising coherent groups: B2 and C1 groups would be too “broad” in terms of level.

We can check that Madrelingua levels are coherent with CEF levels (and therefore verify to ourselves and to our clients that our courses result in effective and predictable language learning) in two ways:

• using the level descriptors outlined above

• by means of the Cambridge ESOL exams, and practice test material.

We know, for example, that a typical student finishing our level 2 course would find KET quite easy, but would not be ready for PET. Similarly, a student finishing level 3 would find PET manageable, but would not be ready for FCE by a long way.

It is the job of the school to place students in groups according to their approximate level, so as to form classes which are “teachable” and can be expected to make similar progress. However, level is not the only factor in placing students – previous learning experiences, personality, short term objectives, and many other factors might also play a part.

Long-term view

So, from the designation of the class and the choice of course book, you know where your students should be, in terms of level, at the start of your course. You will also know the length of the course and you can assume that the content of the course is based on the course book chosen.

Below are some tips to help you connect the short term view (planning and delivering individual lessons) with the long-term view (delivering the promised improvement in level by the end of the course).

Look ahead

Flip through the book and look at the content. What is “review”, what should be “new”? How is the material organised and sequenced? Is anything likely to be unnecessary? Is there anything that is not included that will need to be?

Needs analysis

ASK your students why they are doing the course and what their expectations are.

MONITOR their speech, class work and homework, to form an impression of what their needs are. They may not be aware of what their real problems are.

Manage expectations

One year of English will not lead to native speaker-like fluency. However, with regular attendance and participation, it should lead to a significant improvement in level.

BE CLEAR what the course aims are, and how you expect to reach them. CHALLENGE (politely) expectations which are unrealistic.

Studying and acquiring language

Many students have little knowledge of what factors encourage or impede language acquisition. They may, for example, think that if they “study” all the main grammar structures (a month or two should be enough) then they will magically be able to speak and listen more effectively.

EXPLAIN the methodology behind your course book (in essence: learning grammar and vocabulary supports the acquisition of the language which results from having opportunities for communication, rather than being an end in itself).

BE FLEXIBLE – people are not all the same. Some may learn better by just chatting, others may need to see things written down.

Not just grammar

Grammar syllabuses used to be the only type, and are still the backbone of most course books.

Grammar is easy to identify, and easy to teach, but there is a danger that for these reasons you will over-focus on it. Other essential elements should therefore be prioritised, such as LISTENING, VOCABULARY, READING, and PRONUNCIATION. Not every lesson needs grammar content, though every lesson should contain elements of “new” language.

Teaching good study habits means adding value

Using monolingual dictionaries, doing regular homework, borrowing videos, magazines or guided readers from the school, using key Internet sites or software to add extra dimensions to the learning experience: many students will not be used to doing these things and will need encouragement and support. You aim should be to educate your students about effective language learning, as well as to teach them English.

Evaluate progress and give feedback

Normally feedback can be positive, because normally students learn. Be enthusiastic!

In situations where students are not doing enough, or not doing it effectively, try to find out what the problem is and be supportive.

Attention to the psychological aspects

Nobody fails to learn a language because they are not capable, though many students fail to fulfil their initial expectations. Motivation is the key!! Initial enthusiasm will inevitably flag and the likelihood of dropping out increases. Language acquisition is a long-term process and there are always good reasons for giving it up (tiredness, cost, work pressures, university exams, dissatisfaction with the teacher, putting it off to tomorrow, etc.).

LESSONS SHOULD NEVER FEEL LIKE A WASTE OF TIME.

LESSONS SHOULD BE ENJOYABLE.

TEACHERS SHOULD BE SUPPORTIVE THROUGH MOTIVATIONAL “UPS AND DOWNS”

Good luck!