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If teachers of Less-Commonly Taught Languages (LCTLs), such as Irish, are to make use of Open Educational Resources (OERs) and many other CALL tools, then there must be an appropriate adaptation of the Common European Framework of Reference (CEFR) in that LCTL. The need to be "Bologna-compliant" has seen language courses and syllabuses in Ireland being set out according to Common Reference Levels of the CEFR. Many CALL tools and resources which have been developed in a European context are underpinned by the Common Reference Levels of the CEFR. This symbiosis means that, in many cases, making use of one cannot be done properly without due regard to the other. In Ireland, however, the applications of the CEFR and integration of CALL have been engaged in separately for the most part. As the demand for CALL grows in Ireland, the lack of an Irish language adaptation of the CEFR becomes more problematic. This paper presents a case study on the Irish language partner on the SpeakApps project (http://www.speakapps.eu/). It will begin with a brief literature review on implementing CALL principles in LCTLs, and application of the CEFR to LCTLs. It then examines the experiences of the Irish partner in designing online oral production and interaction tasks according to the CEFR to be used on language courses that have not previously used CEFR learning goals or reference levels. In this paper we conclude that adaptations of the CEFR's Common Reference Levels with clear illustrative descriptors are needed before teachers of LCTLs can optimise OERs and other CALL tools. [For full proceedings, see ED565087.]

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert