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Introduction
The creation of a scenario centered on the Common European Framework of Reference (CERF) is essential for establishing a discourse on what must be taught via the use of a language for communication. In this scenario, migrants have problems acquiring a basic understanding of the English language, particularly in overseas nations. As a result, the circumstances in which migrants discover themselves might vary. For example, it might be due to a set of circumstances or a pressing worry about practical concerns in daily life. These include challenges such as locating a place to reside or stay momentarily, as well as receiving immediate medical treatment. Furthermore, it might be due to difficulties in obtaining an education for a pupil or being considered for an occupation after they arrive in their target nation. In this example, the scenario entails organizing an excursion for the pupils of migrant workers.
“Organizing an Excursion” as a scenario in linguistic learning allows students to practice employing the required verbal in a plausible yet replicated style or, in unceremonious education, as authentic dialogue. “Organizing an Excursion” as a scenario is important since, as stated in the Core Inventory for General English, it provides a conceptual framework for how a certain circumstance or collection of events is normally handled in a given second dialect and communal environment (North, 2014). As a result, this scenario implies a comprehensive context that supports the incorporation of many dimensions of competence in genuine or realistic language usage. Furthermore, a situation like this may aid in understanding migrants’ interpersonal and language learning requirements, as well as provide a foundation for planning language training for adult refugees.
Scenarios, which are sets of communicative circumstances, provide a way to incorporate CEFR descriptors into linguistic acquisition. A CEFR-based situation contains a number of real-life factors such as a domain, context, tasks, linguistic activities, and texts. In this situation, “May-Do” characteristics can be used as educational purposes, with components of strategic, pragmatic, and linguistic proficiency as facilitating criteria, and value standards for assessment.
Domain
Because the language engagement involves outside activities such as traveling and tour organizing, the two principal domains employed in this scenario are the public domain and the personal domain. The term “public domain” refers to actions associated with everyday social contact (North, 2014). Using the case scenario for this CERF, for example, corporate and institutional entities, social utilities, cultural and recreational activities of a public nature, and proposed action may be simply integrated (Council of Europe, 2020). In addition, the personal domain includes family relationships and particular social activities. The context section follows the domain name and identifies the real position or setting for the interaction. The context for this scenario is established in places like bus stations, bus stops, and public transportation. In such locations, the learner may engage with bus station personnel, transportation customer service agents, administrators, or other travelers.
Texts, Strategies, and Tasks
Interaction and learning include the completion of tasks that are not merely linguistic tasks, despite the fact that they entail language activities and place demands on the individual’s personal active listening. Because these actions are neither normal nor spontaneous, they need the use of communication and learning tactics. Insofar as these duties include linguistic activities, they need the interpretation of spoken or written texts via receipt, creation, interaction, or arbitration (Council of Europe, 2001). Tasks examined for the situation shown in the summary table below include both spoken production and spoken interaction.
Regardless of the technique used, students in institutions who have to transcribe a manuscript from a second linguistic activity (task) possibly search to see whether there was previously a conversion. The student may also request that another learner demonstrate what he or she has accomplished by utilizing a dictionary or generating some form of meaning based on the few phrases or patterns he or she is familiar with. The student may also conjure up a plausible explanation for not completing this activity, and so on, implying that all techniques are feasible. Language action and text interpretation requiring translation/mediation, spoken discussion with a classmate, and letters or vocal complaints to the instructor are required in all of the instances envisioned here.
The link between strategies, tasks, and text is determined by the assignment. This may be mostly language-related, necessitating a huge number of language skills, and the techniques used may be predominantly connected to these communicative tasks. Construing and reflecting on a text, conducting a “fill in the gaps” type activity, delivering a discourse, or writing proceedings during a speech are all examples of linguistic activities (Runnels & Runnels, 2019). Furthermore, it may have a language element, when language tasks are just a small portion of what is needed and the tactics used are also or mostly related to other initiatives (for example, traveling using a Google map).
Many activities, however, may be completed without the need for linguistic action. In these circumstances, the actions are not always tied to a philological context, and the tactics used are connected to other sorts of activity. For example, constructing a tent may be done by a group of people who know what they are doing, particularly on a guided trip. They may have a few conversational exchanges about technique, or they might have a chat that has nothing to do with the activity, or they might complete the task while one of them is singing a song. If one of the parties is unsure what to do next, or when the predefined schedule fails for whatever reason, the usage of language becomes important. Learning and interaction techniques are only two approaches among others in this sort of study, which leads to the development and design of the scenario illustrated in the summary table below.
Level
In reality, there seems to be a broad, if not universal, agreement on the kinds of levels suitable for the organization of dialectal acquisition and public acknowledgement of accomplishment. For these reasons, it seems that an overview structure of six main levels provides an appropriate representation of the learning area relevant to European second language learning. Nevertheless, since the present CERF comprises apprentices from the refugee workers who are learning a new language and comprise the basic user group, the level chosen for this CERF scenario is A1.
Level A1, also recognized as “breakthrough,” forms the basic level of conceptual phonological utilization – the idea at which the student can interrelate in a straightforward manner, asking open-ended queries about themselves, where they reside, individuals they know, and items they possess, introducing and reacting to simple concepts in aspects of instantaneous need or on very general knowledge, rather than depending solely on a very discrete, scripted, lexical, and grammatical repertoire of situation-specific scenarios. The exemplar in the table below, which adheres to the layout proposed by the Core Inventory for General English, demonstrates how this can be accomplished when allowing students with basic language competence, in this regard, English, to exercise and enhance the verbal cues required to commute from one destination to the other. Such situations may be created by the organization that provides the progressions or by the teachers.
“Can Do” Competence Descriptors
The concept of empirically standardizing “Can Do” descriptions to a measure of their levels originated in formal education. According to Piccardo (2020), tests are not useful in measuring a learner’s English language competency since this is an outside language competence. As a result, a qualified teacher must conduct a detailed, knowledgeable assessment led by concise summaries of typical teaching ability at the A1 level of success.
Adopted Criteria
Coherence. The interweaving of disparate pieces of a text into a cohesive whole by the use of language methods such as reference, replacement, ambiguity, and other types of textual consistency is referred to as coherence. As a result, in the framework of planning an excursion scenario, coherence serves as logical and chronological connections, as well as other types of linguistic features. It also works at the phrase or phrase level, as well as at the whole text level. The scale operationalizes the following core principles: words joining pieces, primarily using reasoning and chronological connectors; and words employing paragraphs to highlight sentence structures.
Interaction. In this case, interaction entails two or more people co-creating speech. Interaction is important to the CEFR method of linguistic usage, as seen in the table below. Interpersonal contact, with conversational, productive, and transactional roles, is thought to be the genesis of language (Council of Europe, 2001). The aptitude of interaction to facilitate learning is the foundation for its use. This is reflected in the CEFR scales for interaction tactics, which include measures for turn-taking, partnering (collective methods), and requesting an explanation. These fundamental communication tactics are just as crucial in peer tutoring as they are in everyday conversation. The bulk of the interaction measures are concerned with oral interaction.
Competences
Pragmatic competencies include discourse competences across many media. In this situation, pragmatic competence is defined as the capacity to construct a personal interpretation of a face-to-face or textual conversation as well as to grasp the goals of language activity. Furthermore, this form of competency in language acquisition provides functional abilities such as processing and interpretation of underlying themes (Council of Europe, 2020). These abilities are also related to linguistic comprehension (metalanguage). Linguistic competence is another competence used in the situation below. This divide represents the acquaintance-regulator dichotomy and is analogous to the contrast between scope and command, or correctness in grammar and syntax.
References
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment —Companion volume. Web.
North, B. (2014). Putting the Common European Framework of Reference to good use. Language Teaching, 47(1), 228-249
Piccardo, E. (2020). TIRF language education in review – The Common European Framework of Reference (CEFR) in language education: Past, present, and future. TIRF & Laureate International Universities.
Runnels, J., & Runnels, V. (2019). Impact of the Common European Framework of Reference—A bibliometric analysis of research from 1990-2017. CEFR Journal—Research and Practice, 18(1), 1-70.
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