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National support event, 26-27 October 2009, Armenia

A CEF-ESTIM event took place in Yerevan State Linguistic University from Monday 26th to Tuesday 27th of November on the invitation of Anna Azaryan (ECML workshop participant) and Rector Zolyan. About 35 lecturers, teachers trainers and students from different departments attended the two-day meeting organised in plenaries and worshops.
After the Cef-ESTIM project and grid were presented to the participants, they had the opportunity to use it concretly on samples. The discussion which followed was particularly useful as it pointed at some parts of the grid that still needed clarification or improvement.
On the second day, the debate went over the usefulness of the grid and the way it should be disseminated.
The whole meeting took place in a very warm and friendly atmosphere and we had the great opportunity to visit the Matenadaran museum where 17000 precious manuscripts are kept as well as pay homage to the victims of the genocide at the memorial.
Armenian people are very nice and friendly and the food is delicious. We particularly enjoyed the pomegranate wine and dried fruit.
Claire Tardieu
CEF-ESTIM project coordinator
Agenda - please click here

Expert meeting, 25 - 26 June 2009

The second expert meeting took place on 25-26 June 2009 in Graz with Raili, Claire and Sauli Takala, the CEF-ESTIM project consultant. Although the team was physically less numerous than initially planned (all for good reasons though – new-born babies!) we could benefit by the presence of Monique on the phone and Magda, one evening.
We finally decided to make a simpler grid under Word for personal use and a more sophisticated one under Access (to enable teachers to create a data base)
We also want to publish samples and corresponding filled in grids. So the workshop participants will have to continue their work with us!
All best wishes
Raili, Monique, Magda and Claire



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Our workshop took place on November 20-21st 2008 in Graz. We were a party of 27 people from 25 European countries (Armenia, Czech Republic, Slovak Republic, United Kingdom, Norway, Albania, France, Iceland, Finland, Germany, Bulgaria, Spain, Poland, Latvia, Hungary, Austria, Romania, Greece, Cyprus, Bosnia and Herzegovina, Lithuania, Luxembourg, Croatia, Estonia) . During the two days, we had the opportunity to experiment the draft CEF-ESTIM grid on various types of tasks submitted by the team or the participants. The work done in group work was particularly fruitful. We ended up with a potential structure for the grid, recommandations to add a glossary to it as well as a short summary of the CEFR. The grid should also be of easy use, indicative of a minimum level for a task, but also flexible, thus giving teachers the possibility to use only parts of it according to their needs.



After the June meeting we are pleased to announce that work has started and will develop in three directions: first of all we will finalize the CEF-ESTIM grid for the November workshop, we will also contact the workshop participants by the end of august to prepare the meeting, and we will aim at producing the CEF-ESTIM training kit. 

What will be the practical benefits of the CEF-ESTIM grid?

  • You will find samples of tasks benchmarcked at different levels of the CEFR and a training module;
  • The grid will enable you (teachers, and students) to target your work, and also, within a school to create a bank of activities linked to the CEFR levels through a qualitative validation procedure;
  • You will also be able to create archives of your preparations.

What will you learn on a more general level?

  • You will be more aware that the notion of level is flexible. Within a text, or within activities several levels may be encountered;
  • You will also understand better that the parameters involved in a task are complex and depend on linguistic compentence as well as other features such as:
    1. Conditions and constraints: Instructions (L1/L2), physical context (pair work, group work, individual work), support and resources;
    2. Context features (curricula);
    3. Socio/cultural setting (communication patterns within the class).

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