Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-23T22:43:28.987Z Has data issue: false hasContentIssue false

Recommendation no. R (98) 6 of the Committee of Ministers to member states concerning modern languages

Published online by Cambridge University Press:  12 June 2009

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Council of Europe
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References and suggestions for furtherreading

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Boomer, G. (1992). Negotiating the curriculum. In Boomer, G., Lester, N., Onore, C. & Cook, J. (eds.) (1992), Negotiating the curriculum. London: The Palmer Press, 414.Google Scholar
Cambourne, B. & Turbill, J. (eds.) (1994). Responsive evaluation. Portsmouth, NH: Heinemann.Google Scholar
Candlin, C., (1987). Towards task-based language learning. In Candlin, C. & Murphy, D. (eds.), Language learning tasks. Englewood Cliffs, NJ: Prentice-Hall, Inc., 522.Google Scholar
Carroll, B. & West, R., (1989). ESU Framework. Performancescales for English language examinations. London: Longman.Google Scholar
Christ, I. (1998). Europaisches Portfolio fur Sprachen - Eine Initiative des Europarates. In Landesinstitut fur Schule und Weiterbildung (ed.) (1998). Wege zur Mehrsprachigkeit -Infonnationen zu Projeckten des sprachlichen und interkulturellen Lernens. 2, Soest, 511.Google Scholar
Cochinaux, Ph. & De Woot, Ph., 1995. Moving towards a learning society. CRE-ERT Forum Report on European Education.Google Scholar
Coste, D., North, J., Sheils, J. & Trim, J. L. M. (1998). Languages: learning, teaching assessment. A common European Framework of Reference. Language Teaching, 31, 3, 136–51.Google Scholar
Council For Cultural Co-Operation (1996). A common European Framework of Reference for modern languages: learning, teaching, assessment. Draft 2 of a Framework proposal. Strasbourg: Council of Europe.Google Scholar
Darling-Hammond, L. (1994). Performance-based assessment and educational equity. Harvard Educational Review, 64, 1, 530.CrossRefGoogle Scholar
Fradd, S.H. & Larrinaga McGee, P., with Wilen, D.K. (1994). Instructional assessment. Reading, MA: Addison-Wesley Publishing Company.Google Scholar
Gardner, H. (1993). Multiple intelligences: theory in practice. New York: Basic Books.Google Scholar
Gerling, U. & Thurmann, E. (1998). Portfolio - ein Beitrag zur Qualitatssicherung - und noch mehr. In SchulVerwaltung NRW 3, (1998), 6971.Google Scholar
Gottlieb, M. (1995). Nurturing student learning through portfolios. TESOLJournal, 5, 1, 1214.Google Scholar
Hart, D. (1994). Authentic assessment: a handbook for educators. New York: Addison-Wesley.Google Scholar
Hargreaves, D. H. (1994). The new professionalism: the synthesis of professional and institutional development. Teaching andTeacher Education, 10, 4, 423–38.CrossRefGoogle Scholar
Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon.Google Scholar
Holec, H. (1987). The learner as manager: managing learning or managing to learn? In Wenden, A. & Rubin, J. (eds.), Learnerstrategies in language learning. Englewood Clifis, NJ: Prentice-Hall Inc., 145–57.Google Scholar
Holec, H. (ed.) (1988). Autonomy and self-directed learning: present fields of application. Strasbourg: Council of Europe.Google Scholar
Huttunen, I. (ed.) (1990). Towards learner autonomy and increasedcommunication. Oulu: Reports from the Faculty of Education, University of Oulu 73/ 1990.Google Scholar
Järvinen, A., Kohonen, V, Niemi, H. & Ojanen, S. (1995). Educating critical professionals. Scandinavian Journal ofEducational Research, 39, 2, 121–37.CrossRefGoogle Scholar
Kaikkonen, P., 1997. Learning culture and foreign language at school - aspects of intercultural learning. Language Learning Journal, 15, 4751.CrossRefGoogle Scholar
Kohonen, V. (1992a). Experiential language learning: second language learning as co-operative learner education. In Nunan, D., (ed.), Collaborative language learning and teaching. Cambridge: Cambridge University Press, 1439.Google Scholar
Kohonen, V. (1992b). Evaluation in relation to learning and teaching of languages for communication. In Trim, J. (ed.), 6374.Google Scholar
Kohonen, V. (1992c). Foreign language learning as learner education: facilitating self-direction in language learning. In North, B. (ed.), 7187.Google Scholar
Kohonen, V (1993). Language learning as learner education is also a question of school development. In Löfinan, L., KurkiSuonio, L., Pellinen, S. & Lehtonen, J. (eds.), The competent intercultural communicator. Tampere: AFinLA Series of Publications 51, 267–87.Google Scholar
Kohonen, V., (1996) Learning contents and processes in context: towards coherence in educational outcomes through teacher development. In Niemi, H. & Tirri, K. (eds.), Effectiveness of teacher education: new challenges and approaches toevaluation. Tampere: Reports from the Department of Teacher Education in Tampere University A 6, 6384.Google Scholar
Kohonen, V. (1997). Authentic assessment as an integration of language learning, teaching, evaluation and the teacher's professional growth. In Huhta, A., Kohonen, V. V., , Kurki-Suonio, L. & Luoma, S. (eds.), Current developments and alternatives in lan-guage assessment. Proceedings of LTRC 96. Jyväskylä, University of Jyväskylä: Centre for Applied Language Studies, 722.Google Scholar
Kohonen, V. (1998). Authentic Assessment In Affective Foreign Language Education. To appear in Arnold, J. (ed.), Affective language learning. Cambridge: Cambridge University Press.Google Scholar
Lustig, M. & Koester, J. (1993). Intercultural competence. Interpersonal communication across cultures. New York: Harper Collins College Publishers.Google Scholar
McNamara, M. & Deane, D. (1995). Self-assessment activities: toward autonomy in language learning. TESOLJournal, 5, 1, 1721.Google Scholar
Niemi, H. & Kohonen, V. (1995). Towards new professionalism andactive learning in teacher development: empirical findings on teachereducation and induction. Tampere: Reports from the Department of Teacher Education in Tampere University A2/ 1995.Google Scholar
Niemi, H. and Kohonen, V. (1996). Promoting active learning by teachers. Paper presented at the AERA Conference, New York, April 1996.Google Scholar
Nieweler, A. (1998). Portfolio fur Sprachen - Ein Instrument zur Eigenevaluation des Fremdsprachenerwerbs. In Landesinstitut fur Schule und Weiterbildung (ed.) (1998), Wege zur Mehrsprachigkeit — Informationen zu Projeckten dessprachlichen und interkulturellen Lernens. 2, Soest, 1998, 1219.Google Scholar
Nlyogi, N. (1995). The intersection of assessment and instruction: theclassroom. Princeton, NJ: Educational Testing Service.Google Scholar
North, B. (ed.) (1992). Transparency and coherence in languagelearning in Europe. Strasbourg: Council of Europe.Google Scholar
Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
O'Malley, M. & Valdez Pierce, L. (1996). Authentic assessmentfor English language learners. New York: Addison-Wesley Publishing Company.Google Scholar
Smolen, L., Newman, C., Wathen, T. & Lee, D. (1995). Developing student self-assessment strategies. TESOL Journal 5, 1, 2226.Google Scholar
Trim, J. (ed.) (1992). Language learning and teaching methodology forcitizenship in a multicultural Europe. Strasbourg: Council of Europe.Google Scholar
White Paper on Education and Training (1995). Brussels: Commission of the European Communities.Google Scholar
Wiggins, G. (1993). Assessing student performance. San Francisco: Jossey Bass Publishers.Google Scholar
Wolf, D., Bixby, J., Glenn III, J. and Gardner, H., 1991. To use their minds well: investigating new forms of student assessment. In Grant, G., G. (ed.), Review of Research in Education, vol.17. Washington, DC: American Educational Research Association., 3174.Google Scholar