Zajednica za Strane Jezike

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Zajednica za Strane Jezike


Dear colleagues,

Get paid to rate the first set of global Young Learner learning objectives

Pearson has just launched an initial set of 410 Global Scale of English Learning Objectives for Young Learners that describe what learners age 6-14 should be able to do across each of the four skills.

We are now looking for teachers who have experience in teaching Young Learners (aged 6-14) and an interest in the CEFR to become part of our group of trained 'Expert Raters'.

What does rating involve?
Attending a training webinar: this takes approx. 60-90 minutes. Several sessions are scheduled to accommodate different time-zones.
Rating batches of around 120 new Learning Objectives: each batch takes about 2-3 hours and we allow 2 weeks to complete it in your own time. The rating is done in a spreadsheet.
For each batch of Learning Objectives rated, we provide a 'thank you' payment of £60 (or local equivalent) as an appreciation of your time. This is made as a bank-transfer.
Upcoming training session:

We have YL rater training sessions coming up on:
Wednesday November 30th
Morning 7:00-8:30 Eastern Standard time (EST)
Afternoon 15:00-16:30 EST
Friday December 2nd
Morning 7:00-8:30 Eastern Standard time (EST)
Afternoon 15:00-16:30 EST
(timings are given in US EST. To check local times, click here)

How do I get involved?

If you are interested in participating, please contact Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript by and provide the following information:
In which country are you based
How you heard about becoming a rater (e.g. Eaquals email)
Which training session you would like to attend
Which of the following learner groups you have experience in teaching:
Young Learners aged 6-10
Young Learners aged 10-14
Adults - General English
Adults - Business English
Adults - Academic English
About GSE

The Global Scale of English (GSE) is a standardised, granular scale which measures English language proficiency. It is aligned to the Common European Framework (CEFR).

The project has so far involved thousands of experienced ELT teachers from over 50 countries who are helping us to establish the proficiency level of the new GSE Learning Objectives. This research project is ongoing as we continue to expand the Young Learner set.

You can download the GSE Learning Objectives for Young Learners here or find them in the GSE Teacher Toolkit.

Contact Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript if you require further information.

Best wishes,

Mike Mayor,
Director, Global Scale of English


Poziv školama i stručnjacima

Ovo je poziv školama i drugim zainteresiranim jezičnim stručnjacima da se uključe u konzultacije te u kasnijoj fazi u pilotiranje novih deskriptora kojima se dopunjuje i neznatno mijenja prvo izdanje dokumenta Vijeća Europe Common European Framework of Reference for Languages (CEFR, odnosno ZEROJ). Poziv je uputio dr sc Brian North, jedan od suautora navedenog dokumenta, te mu se zainteresirani osobno mogu javiti. Pojedinosti slijede u donjem dopisu.

This is a mail that may be forwarded to members and contacts / Ceci est un mail que vous pourrez renvoyer à vos membres et à votre réseau de contactes.
Formal consultation (until 15th February) on a new extended version of the CEFR illustrative descriptors / Consultation formelle sur la nouvelle version amplifiée des descripteurs du CECR (jusqu'au 15 février)

(La version française suit l'anglais)

Dear Colleague,

Fifteen years after its publication, the Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR) remains one of the best known and most used Council of Europe policy tools. Since its official publication in 2001, an impressive 'toolkit' has been built around the CEFR: samples illustrating the reference levels in a number of languages, a databank of descriptors, manuals for examination bodies, guides for different categories of users... A number of policy documents also further develop the underlying principles and education objectives of the CEFR. And, of course, the European Language Portfolio has largely contributed to the implementation of these principles, strongly promoting objectives such as reflective learning and learner autonomy.

Regardless of all the support material provided, the Council of Europe frequently receives requests to continue to develop various aspects of the CEFR, among other things by complementing the existing illustrative scales of language proficiency, such as, for example, descriptors for mediation, online interaction and literature. Much work has been done by other institutions and professional bodies since the publication of the CEFR, and work on the illustrative descriptor scales has confirmed the validity of the initial research conducted by Dr Brian North and Prof. Günther Schneider. While the status of the CEFR will remain unchanged, the Language Policy Unit intends to build on the dynamic created by its widespread use by incorporating specific relevant work on descriptors developed since its 2001 publication into an extended version of the illustrative descriptors that would complement the original set contained in the body of the CEFR text.

We are therefore writing to you to invite you to take part in a formal consultation process concerning the proposed new version, which has been extended in two ways:

  1. updating and filling gaps in the 2001 scales
  2. creating new scales for mediation (plus online interaction, reactions to literature, and exploitation of plurilingual and pluricultural repertoires).

Please note that there is an invitation at the end of the survey to become involved in piloting the descriptors in the academic year 2017-18. If you would be able to organise piloting in the second half of the academic year 2016-17, please respond to that invitation, but also now send an email to Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript .

The update exploited CEFR-based descriptors that had been developed, validated, and calibrated since 2001 and kindly made available by the institutions concerned. The new scales were created following the methodology used successfully to develop the original illustrative descriptors. Validation took place in three different phases, in which 140–190 institutions and some 1300 individual took part between February 2015 and February 2016.

The link to the English version of the survey is

The link to the French version of the survey is

The deadline is 15th February 2017

You will be able to stop in the middle of completing the questionnaire; your data will be saved at the end of each page when you click on the button for the next page. However, since you may need about 3 hours to complete the questionnaire, it would be a good idea to first print and read carefully the documents you need in order to undertake this consultation. These are available in English and French HERE.

  • CEFR- extended version of the illustrative descriptors / Descripteurs illustrant les niveaux du - CECR version amplifiée Report:
  • Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR) / Elaborer des descripteurs illustrant des aspects de la médiation pour le Cadre européen commun de référence pour les langues (CECR).
  • A non-writable pdf version of the survey on which you could, over a period of time, mark your responses on paper, before completing the survey online.

Background documents are also available here, including:

- a paper on Education, mobility, otherness: The mediation functions of schools / Education, mobilité, altérité: Les fonctions de médiation de l'école

- A collation of descriptors for young learners

- Technical reports on the development process

We very much hope that, given the importance of the proposed development, that you can give positive consideration to this invitation to co-operate with the Language Policy Unit of the Council of Europe and that you will be able to find the time to take part in this consultation.

Thanking you in advance!

Villano Qiriazi
Education Department
Council of Europe


Brian North, Eurocentres Foundation
Project Coordinator

Consultation formelle sur la nouvelle version amplifiée des descripteurs du CECR (jusqu'au 15 février)

Chère/cher collègue,

Quinze ans après sa publication, le Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer, reste l'un des outils du Conseil de l'Europe le mieux connu et utilisé. Depuis sa publication officielle en 2001, une 'boîte à outils' impressionnante a été constituée autour du CECR : des exemples illustrant les niveaux de référence en plusieurs langues, une banque de données de descripteurs, des manuels pour les organismes certificateurs, des guides pour différentes catégories d'utilisateurs... Par ailleurs, un certain nombre de documents d'orientation développent les principes sous-jacents et les objectifs du CECR en termes d'éducation. Et, naturellement, le Portfolio Européen des Langues, qui a largement contribué à la mise en œuvre de ces principes, en impulsant des objectifs tels que l'apprentissage réflexif et l'autonomie de l'apprenant.

Malgré la production de tout ce matériel de soutien, le Conseil de l'Europe reçoit régulièrement des demandes de développements concernant certains aspects du CECR, parmi lesquelles davantage de descripteurs de compétences en langues pour compléter ceux du CECR, comme par exemple pour la médiation, l'interaction en ligne et les réactions à la littérature. Un travail important a été réalisé par d'autres institutions et organismes professionnels depuis la publication du CECR, et ce travail sur les descripteurs a confirmé la validité de la recherche initiale conduite par le Dr Brian North et le Prof. Günther Schneider. Sans modifier le statut du CECR, l'Unité des Politiques linguistiques a souhaité profiter de la dynamique générée par sa large utilisation pour intégrer, dans une version élargie, les travaux pertinents sur les descripteurs réalisés depuis la publication de 2001, afin de compléter l'ensemble initial figurant dans le texte du CECR.

Nous nous adressons à vous aujourd'hui pour vous inviter à participer à une consultation formelle de cette nouvelle version, qui a été élargie de deux façons :

Vous trouverez à la fin de l'enquête une invitation à vous impliquer dans le pilotage des descripteurs au cours de l'année scolaire 2017-2018. S'il vous est possible d'organiser ce pilotage dans la seconde moitié de l'année scolaire 2016-2017, merci de répondre à cette invitation et d'envoyer dès à présent un courriel à Ova e-mail adresa je zaštićena od spam robota, nije vidljiva ako ste isključili JavaScript .

La mise à jour a consisté en l'exploitation de descripteurs basés sur le CECR, mais développés, validés et calibrés depuis 2001 et rendus disponibles par les institutions concernées. Les nouvelles échelles ont été créées selon la méthodologie utilisée avec succès pour le développement des descripteurs initiaux. La validation s'est faite en trois phases différentes, auxquelles 140 à 190 institutions et environ 1300 personnes ont participé entre février 2015 et février 2016.

Le lien vers la version française du l'enquête est

Le lien vers la version anglaise de l'enquête est

La date limite est le 15 février 2017.

Vous pouvez vous arrêter quand vous voulez lorsque vous complétez le questionnaire ; vos données sont sauvegardées à la fin de chaque page lorsque vous cliquez sur le bouton permettant d'aller à la page suivante. Cependant, comme il vous faudra environ 3 heures pour compléter le questionnaire, il serait bon d'imprimer tout d'abord les documents dont vous aurez besoin pour entreprendre cette consultation et de les lire attentivement avant de commencer. Ils sont disponibles en anglais et en français ici:

  • Descripteurs illustrant les niveaux du - CECR version amplifiée / CEFR- extended version of the illustrative descriptors
  • Rapport : Elaborer des descripteurs illustrant des aspects de la médiation pour le Cadre européen commun de référence pour les langues (CECR) / Report: Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR)
  • une version pdf de l'enquête où vous pourriez, au fil du temps, consigner vos réponses avant de compléter l'enquête en ligne.

Des documents de référence sont également disponibles ICI, y compris :

- un article sur Education, mobilité, altérité : Les fonctions de médiation de l'école

- une compilation de descripteurs pour les jeunes apprenants ;

- des rapports techniques sur le processus de développement.

Nous espérons réellement qu'étant donné l'importance du développement proposé, vous pourrez répondre favorablement à cette invitation à coopérer avec l'Unité des Politiques linguistiques du Conseil de l'Europe, et que vous pourrez trouver le temps de participer à cette consultation.

Nous vous en remercions à l'avance.

Villano Qiriazi
Département de l'Education
Conseil de l'Europe


Brian North, Fondation Eurocentres
Coordinateur du projet


Višestruke inteligencije u nastavi

Piše: Eva Jakupčević (Jantar)

Još 1983. godine Howard Gardner razvio je Teoriju višestrukih inteligencija prema kojoj postoji osam vrsta inteligencije – verbalno-lingvistička, logičko-matematička, vizualna, kinestetička, glazbena, interpersonalna, intrapersonalna i prirodnjačka. Iako ta teorija nije nikakva novost, i iako Internet vrvi člancima i testovima na tu temu, učenicima svih dobi, roditeljima i nastavnicima korisno je podsjetiti se da nismo svi isti i da ne razmišljamo ni ne učimo na isti način. Poznavanje različitih vrsta (i kombinacija) inteligencije može nam pomoći istražiti svoje potencijale i talente, kao i one djece ili odraslih učenika. Razlog tomu je što, s obzirom na način razmišljanja, svi imamo stilove učenja koji nam najbolje odgovaraju.

Ako dajemo prednost određenim vrstama inteligencije, to ne znači da ne koristimo ostale, nego samo da je kod svake osobe određeni tip (ili tipovi) više naglašen. No, ako su aktivnosti i zadaci u nastavi (kao i u učenju kod kuće) usmjerene samo na određene vrste inteligencija, učenici (i djeca i odrasli) bi se mogli osjećati obeshrabreno i bespomoćno. U kontekstu učenja stranog jezika, na primjer, neki učenici će uživati u čitanju, pisanju i vježbama vokabulara, dok će drugima više koristiti učenje uz kretanje, na primjer, igre pantomime, plesanje, izrada kartica ili slično. Čak i ako ste odrasla osoba možda će vam odgovarati da dok učite ne sjedite na mjestu. Neki učenici rado će pjevati i ritmički izgovarati riječi, dok će drugi radije ilustrirati novi vokabular slikama. Neki će radije raditi u skupini, dok će drugima puno više odgovarati samostalan rad. Neki će spremno nalaziti sličnosti i razlike među riječima i oblicima, razvrstavati i uočavati zakonitosti, dok će drugi bolje shvaćati nove riječi kroz primjere iz stvarnog života, fotografije i slično.

Naravno da u nastavi nije moguće svaki zadatak prilagoditi svakome, ali je moguće osigurati da koristimo niz različitih tipova zadataka i da niti jedna vrsta inteligencije nije zanemarena. U Jantaru nam pri tom pomažu zaista kvalitetni udžbenici s raznolikim zadacima i aktivnostima. Tako se, na primjer u udžbenicima za mlađe osnovnoškolce, Family and Friends, sav novi vokabular uvodi pomoću ritmičkih recitacija za one glazbenog tipa, i uz slike i slikovne kartice za vizualce. Tu su priče za jezično orijentirane, pjesme uz kretanje i aktivnosti za kinestetičke tipove, prilike za grupni i samostalni rad, i videa sa situacijama iz stvarnog života za prirodnjačke tipove. I udžbenici za starije osnovnoškolce, English Plus, nude sličan pristup, uz raznolike zadatke i aktivnosti koje je lako prilagoditi svakoj skupini.

No, usprkos udžbenicima, naravno da i mi nastavnici moramo razmišljati, prilagođavati i dodavati svoje aktivnosti kako bi nastava imala dovoljno dinamičnosti, ali i dovoljno mirnih trenutaka za one kojima je to potrebno. Nije lako, ali je užitak raditi na tome da stvorimo okruženje u kojemu svi mogu napredovati.

Ako vas zanima koja vrsta inteligencije prevladava kod vas, isprobajte jedan od mnogih testova koji su dostupni na internetu:
A na ovoj stranici naći ćete ideje kako raditi na svojim slabijim stranama, slabijim stranama svojih učenika ili djece: 




Pearson raspisuje natječaj: Nagrada za inovativnost


Pearson ELT, Associate Member of Eaquals, has launched a new award to celebrate inspirational teachers. The global Award will showcase teachers who have implemented innovative ways of teaching in their classrooms leading to improved learning outcomes; from the big innovations to the everyday.

Teachers everywhere are adopting new digital tools, implementing new ideas, and coming up with innovative solutions that improve outcomes for their learners. With a growing recognition of the importance of English language skills the Award recognises the crucial role that teachers from all walks of English teaching play.

Entries will be judged by a panel of experts from within the ELT community who will be looking for examples of best practice and innovative approaches to improving learner outcomes. Five inspiring teachers will each win an all expenses paid trip to the forthcoming IATEFL or TESOL conferences where they will enjoy the opportunity to hear the latest theories and exchange ideas with fellow professionals from all sectors of ELT.

In addition a People's Choice winner will be selected by a public vote from the entries submitted. The winner will receive 20 Kindles for their class pre-loaded with a selection of Pearson English Readers.

Giles Grant. Senior Vice President ELT at Pearson said; "Behind every successful learner there's a teacher providing fuel and encouragement along the way. This new award will celebrate teachers from all walks of English teaching, particularly those implementing new ideas, adapting tools or creating their own solutions to improve the learner experience."

Apply by 1 January 2017

Teachers can self submit entries or nominate colleagues for the award from now until 1 January 2017 via the Pearson ELT website. The winners will be announced on 25 January 2017.

Find out more
Visit Pearson ELT for more information on the Pearson ELT Global Teacher Award.


Koliko je vremena potrebno da bi se uvela kurikularna reforma?

Skoro dvadeset godina, ako je vjerovati iskustvu privatnih škola stranih jezika

Privatne škole stranih jezika su prije dvadeset godina počele raditi na kurikularnoj reformi poduke stranih jezika. Sa standardima i metodologijom su se upoznale na konferencijama Europske udruge za kvalitetne jezične usluge (EAQUALS) i uz njihovu ih pomoć krenule europske standarde adaptirati hrvatskoj tradiciji poduke stranih jezika. Cilj reforme je bio – ne podučavajmo teoriju i pravila već osposobimo polaznike za praktičnu uporabu jezika, za stvarnu komunikaciju na svim stupnjevima!

Grupa iskusnih profesora je intenzivno, entuzijastično i besplatno radila na prvom nacrtu tog kurikuluma koji je objavljen 1990. godine u časopisu PRIMA (časopisu Prve hrvatske udruge škola stranih jezika).
Kurikulum je prezentiran članstvu udruge i desetak ga je škola počelo eksperimentalno koristiti za svoje polaznike. Nakon godinu dana, unesene su potrebne izmjene i kurikulum je zaživio u dvadesetak škola. Njegovo je korištenje bilo praćeno: škole su podlijegale inspekciji i to inspekciji koja se 70% osnivala na fizičkom promatranju rada u razredu i kvaliteti profesora.

Kad se kurikulum potvrdio kao uspješan i moderan, tadašnja se udruga obratila Ministarstvu obrazovanja da im ga prikaže i zatraži mišljenje. U Ministarstvu su nas saslušali, kimali glavama i .. ništa. Nisu uspjeli prepoznati vrhunski proizvod koji im se nudio na pladnju.

Stručnjaci su nastavili s radom, preveli Zajednički europski referentni okvir za jezike Vijeća Europe i Europsku jezičnu mapu te s njima eksperimentirali u nastavi. No, ni to nije zanimalo Ministarstvo, čak ni uvođenje novog, europskog načina određivanja razina znanja ...

Mijenjale su se vlade, mijenjali ministri ali nitko nije htio ni pogledati to što smo im nudili. Za njih smo bili poduzeća a ne obrazovne institucije.

Nažalost, takva je atmosfera dovela do toga da je sve više škola odustajalo od članstva u Udruzi pa su oni koji su ostali udrugu reorganizirali u Zajednicu za strane jezike te se obratili HGK (kad smo već poduzeća...) za pomoć.
Hrvatska gospodarska komora je 2002. shvatila važnost znanja stranih jezika za gospodarstvo i Zajednicu je primila pod svoje okrilje osiguravajući joj svu potrebnu logistiku pod uvjetom da nastave raditi na razvoju kvalitete poduke stranih jezika.

Slijedio je period educiranja velikog broja škola i pomoći kod uvođenja novog kurikuluma te daljnjeg rada na dotjerivanju kurikuluma i sve to bez naknade, s vjerom u ono što se radi.

Konačno, 2012. godine, Zajednica je kompletirala standarde poduke u školama stranih jezika i detaljni priručnik za vanjsku provjeru te educirala inspektore/provjeritelje. Ozbiljnost i stručnost odrađenog posla navela je HGK da 2014. na temelju tih dokumenata školama koje prođu vanjsku provjeru dodijeli znak Hrvatska kvaliteta. Dosad su znak dobile škole u Zagrebu, Varaždinu, Vinkovcima, Samoboru i Splitu.

A od Ministarstva do danas ni riječi.

Podržimo svi kolegu Jokića i njegov ekspertni tim. Ako im se posreći, svoj će projekt uspjet implementirati prije mirovine.

Valnea Bressan
Počasna Predsjednica Zajednice za strane jezike HGK


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