Tag Archives: education

Self-evaluation grid from European Common Frame of Reference

Do you plan to apply for a job in Europe ?  Or to study in Europe ?  Or simply to improve your level of language ?

Today, we offer you a free and very handy downloadable tool !

This is the self-evaluation grid that experts designed for the European Common Frame of Reference for Languages.  It allows you to self-evaluate your skill levels in any language.

Students in classroom

So, before you subscribe for a language course or move to any European country, you can read the different items related to the level of understanding, speaking and writing skills.

This tool can also help you to fill in your CV correctly!  Yes, more often than not, I read what’s written on very brilliant and interesting CV’s :

  • English : mother language,
  • Italian : school level,
  • Spanish : good.

All this doesn’t mean anything for your future boss !  So, instead of these generalities, fill in your CV with clear statements like :

  • Italian : I can understand the main points of a clear standard speech, I can write standard business letters, and I can take an active part in familar professional context.

Doesn’t it sound more professional ?

You can read, dowload, share, print and embed the following document.  For a more comfortable reading, click on fullscreen and then adjust the zoom by clicking on the magnifying glass below, on the left.

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The Bridge

To enable you to be from where you are  to where you want to be, you have move. Yes! Move. Move from one side to another, and one place to another. Just, literally…move.

Making contact is like building a bridge. It connects you from one end to the other. Once you cross the bridge, there is no turning back. Along the way, you will encounter little stops that either help you build a bigger picture of what you want to construct or just simply destroy what you hope to build. It’s as simple as that. If your journey helps you to build and contruct, then once you implement all the information, you are able to lay down some structure later. These structures will help you re-build your global-view plans so that you can narrow them down to more concrete measures and whence, you manage to see what you can and cannot accomplish.

Using this concept, I decided to extend the Foundation’s bridge to another continent; initiating new projects so that the Foundation can continue to pursue and develop its goals. Knowing I will find new territories, I packed my bags; along with the toys donated by the kids4kids club for the needy children, off I went to the country with the oldest rain forest in the world. The moment I touched down at the international airport, I realised that this country has a lot of potential. Upholding their slogan, Truly Asia; Malaysia is not only enriched with multinationals and culture, but also considered as one of the well-developed countries in the Asian continent.

During my stay in Kuala Lumpur, I have engaged with several types of crowd; from business to politics, and  journalists to hotel management. Between us, I could see that we have one thing in common: to make contact and to expand our bridges. We share the same vision: to expand our horizons and to globalize our mission. We want to reach out beyond our borders and we want (and hope) to do it together.

One of the main cores of the Foundation is education.  The Foundation wishes to establish an international learning network to connect and get the best out of both worlds. The Foundation strongly believes that education plays an enormous role in stripping the veil of ignorance and naivety, thus assist our evolving mind to be more responsible and productive. Connecting two worlds by creating a bridge and a platform would be a big project for the Foundation – such project can only be achievable through constant networking and getting international partners for full-time involvement.

Another project is to introduce one of our activities to the Asian audience – The Safety Net Project. This special project has been under experimental in the Netherlands since the middle of 2009 and we are hoping to launch it officially somewhere in Kuala Lumpur. The Foundation hopes that the meeting with a few relevant and motivated people will be fruitful and the project will be introduced to the public in the up coming months. The project is targeted mostly for women audience and how to exercise prevention and educating women their rights, responsibilities and capacity. The Foundation is promoting safe international exchanges between the West and East; and by trying to connect both worlds, women from all over are able to participate in a programme to learn to grow out of naivety and being motivated at the same time.  

Besides trying to make proper introduction about the Foundation’s activities, I have taken the opportunity to launch our first international exchange project. Kids4kids club (a club formed by the Foundation) has been active in collecting toys for the needy children since January 2010 and my journey to Malaysia has enable me to deliver the hard work the children have poured into to make this charity project a success. I have brought more than 20 kilos worth of toys to be distributed to several needy children from everywhere in West Malaysia.

Doing charity work is part of the Foundation’s establishment. I wish that this charity project will always exist and continue throughout the existance of Lingua Franca Foundation.

Uuhh?? Uuuhh?? Mama, I can read..??!

Have you ever witness little children who are able to read without having to teach them how to read the language in the first place? This is without sending them to a specific language school, or send them to special language class to enable them to learn to grasp the language and to fully understand the concept of the language itself. I am talking about literally putting a book in front of them and they start reading simultaneously, and surprisingly with almost no fault nor correction! I am not saying that you shouldn’t teach any language just by speaking alone, but believe me! It helps a lot in grasping the meaning and pronouncing the words faster than usual.

boy reading a book

I have been speaking English with my children since they were born. It’s not their only language since we speak more than three languages in the house. But to my astonishment, my children are able to recognise words and sentences from any English book and are able to read them fluently. All I know is that, all these years we never stop talking and practising the language. We speak English every single day.

One thing here that I feel the urge to mention is that I make sure the children speak proper English. Not any ‘broken’ English as most people put it. I have the tendency to keep correcting their sentences whenever there is the need for correction. This is because I know for a fact that it is crucial to speak the language correctly so that the person receiving the information will benefit from understanding fully what you want to relay in the first place – hopefully without having to repeat over and over again for clarity.

boy and girl reading a book

Now, it seems that my hard work has been paid off – slowly (I am waiting for a big fat cheque at the end of all this! Haha, just kidding…) Honestly, I am genuinely happy to see that my children are benefiting our endless effort all these years.   There are a lot of sweat and tears along the journey, however, I am more than satisfied with the fruitful result. Imagine that throughout the years,  it was I  who read the books to the children almost every night. And now? Now, it’s totally a different story altogether. It’s a total opposite, really!  The children are the ones who read pirate adventures books, or stories about beautiful princesses and the ever lasting Prince Charming. Or stories about little boys and girls, or stories about frogs and swans, gnomes and fairies and even funny comic books to me instead! You should have seen the look in their eyes once they start reading on their own. As if they have found the long lost treasure  from Treasure Island. They are so proud to tell me, ” I can read, mama…. I can read!”

With this, I am now teaching the children the proper structure of the language through writing. I do not have to start at the very beginning since this is no longer an unfamiliar territory.  I am sure that the children will have more pleasure in learning the language  thoroughly since I am already seeing signs of ‘having so much fun‘ while they are reading and writing English. I am entirely convinced that the children will be able to read, write, speak and hear the language in full gear in the very near future! Never under estimate the power of the mind of a child….

Earning credits in history… by playing video games!

Now, you can get a credit in history by saving America! Of course, it is a video game and not a real plot against the US.  But the credits you earn are for real!

That’s the new course that le Florida Virtual School put online recently.  This web-based public school has already offered more than 90 online courses.

American History – Conspiracy Code Game!

Eddie Flash and Libby Whitetree, two students in high-tech Coverton City, have to unravel a large plot against American History led by Conspiracy Inc., a corrupt corporation which is modifying the past archives in order to rule the future.

They collect clues, play mini-games to enhance what they have learned, they fight enemies and they reestablish the historical truth in the city archives…

By doing so, they “strengthen higher-order thinking, written communication, problem-solving, and collaborative skills through:

  1. Playing engaging concept practice games
  2. Responding to a variety of question types
  3. Writing assignments and essays
  4. Completing authentic game-based assessments
  5. Participating in discussion-based assessments

Students test their knowledge during in-game challenges, engage in student-to-student collaborations and discussions, exchange information with peers (similar to group projects), and eventually use their knowledge to complete culminating mission assessments, each step eliciting a higher-order analysis of the material.

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