Academic English: bridging observed gaps and CEFR levels

Section role: supports the 'Bridging the Gap: Diagnostic Feedback' section while the teacher highlights strong examples of 'Academic English' from the previous challenge, addresses common errors, introduces the CEFR levels, and defines key vocabulary. Slides: (1) Title: 'Academic English: Bridging Observed Gaps and CEFR Levels'; (2) Objectives: recap of the 'Global Campus Initiative' challenge and purpose of this diagnostic feedback session; (3) Strong Examples: highlight 2-3 specific phrases or sentence structures from the 'Summit' proposals that demonstrate effective academic English usage; (4) Common Linguistic Potholes: address 3-4 common errors observed during the challenge, such as subject-verb agreement issues, misused cognates (e.g., 'assist' vs. 'attend'), and incorrect prepositions, with clear examples; (5) What is Academic English?: definition of 'Academic English' as a specific 'Register' for higher education and professional contexts, emphasizing formality and precision; (6) Introducing CEFR: explanation of the Common European Framework of Reference for Languages (CEFR) as a standard for linguistic competence; (7) CEFR Levels Overview: brief descriptors for A1-C2 levels, focusing on the progression of communicative ability relevant to university studies; (8) Your Diagnostic Journey: what students can expect from this course regarding their English proficiency development. Concrete examples: specific strong phrases like 'interdisciplinary synergy' or 'fostering collaboration'; common errors like 'He study' instead of 'He studies'; vocabulary: 'Proficiency,' 'Aspiration,' 'Register,' 'Linguistic Competence.' Hooks back: builds directly on the observations made during the 'Global Campus Initiative' (Section 2) and sets the stage for the individual assessment in 'Profile and Performance Check' (Section 4). Closing slide: 'Understanding Your Path: What questions do you have about academic English or your diagnostic results?' — prompts student questions and discussion. This material is part of a English foreign-language class for students in Colombia learning English. Regardless of the material's language, the key terms and examples being taught must be written in English, not in the students' native language.

Lara de Teachy