Insights into the European portfolio for student teachers of languages (EPOSTL)
2007 saw the publication of the European Portfolio for Student Teachers of Languages (EPOSTL) by the Council of Europe, the result of a project carried out under the auspices of the European Centre for Modern Languages. The central aim of this project was to produce a document which would contribute to the harmonisation of teacher education in Europe. The EPOSTL is a portfolio intended for students undergoing their initial teacher education which encourages them to reflect on the didactic knowledge and skills necessary to teach languages, helps them to self-assess their own didactic competences and enables them to monitor their progress and to record their experiences of teaching during the course of their teacher education. At its heart are 195 "I can" descriptors of didactic competences, which teachers strive to attain. The EPOSTL has since been translated into 13 languages and is used widely across Europe and beyond. The main aim of Insights into the European Portfolio for Student Teachers of Languages (EPOSTL) is to explore important theoretical issues, an understanding of which is necessary to support the use of the EPOSTL in teacher education programmes. The first part of the book provides discussions of relevant theoretical areas: the role of reflection, learner autonomy and intercultural awareness. In the second part, the focus is on the relationship between the EPOSTL and other European publications, such as the Common European Framework of Reference and the European Profile for Language Teacher Education. Suggestions are made as to how they can be used together in teacher education. The final section provides case studies on the use of the EPOSTL in three European countries. Whether users of the EPOSTL or not, both teacher educators and their students will find that the discussions of this book provide important insights into key aspects of teacher education.
文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)
中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。
Rethinking Health: Healthy or Healthier than?
Theorists of health have, to this point, focused exclusively on trying to define a state—health—that an organism might be in. I argue that they have overlooked the possibility of a comparativist theory of health, which would begin by defining a relation—healthier than—that holds between two organisms or two possible states of the same organism. I show that a comparativist approach to health has a number of attractive features, and has important implications for philosophers of medicine, bioethicists, health economists, and policy makers. 1 Introduction 2 Comparative and Non-comparative Concepts 3 Traditional Theories of Health 4 An Argument for Comparativism: Intergenerational Assessments of Health 5 Another Reason to be a Comparativist: Functionalist Theories of Health 6 A Non-comparative Alternative? 7 An Objection to Comparativism? 8 Why this Matters: The Consequences of Comparativism 1 Introduction 2 Comparative and Non-comparative Concepts 3 Traditional Theories of Health 4 An Argument for Comparativism: Intergenerational Assessments of Health 5 Another Reason to be a Comparativist: Functionalist Theories of Health 6 A Non-comparative Alternative? 7 An Objection to Comparativism? 8 Why this Matters: The Consequences of Comparativism