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The E The E uropean Language uropean Language Portfolio Portfolio Jesús Ángel González Jesús Ángel González Universidad de Cantabria Universidad de Cantabria

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Page 1: 4 european language portfolio

The EThe European Language uropean Language PortfolioPortfolio

Jesús Ángel GonzálezJesús Ángel González

Universidad de CantabriaUniversidad de Cantabria

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1. The European Language Portfolio Objectives Types Sections: Passport, Dossier, Biography

2. A Case of ELP Implementation Development of Activities Trialling the ELP Problems and Solutions

3. Washback effect on teachers

4. Appendix: Work in progress

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1. THE EUROPEAN LANGUAGE 1. THE EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO

Objectives:Objectives:

- Reporting function: To inform about Reporting function: To inform about the linguistic competence and the linguistic competence and intercultural competences of its intercultural competences of its owner. owner.

- Pedagogic function: To help the user Pedagogic function: To help the user to improve the learning process. to improve the learning process.

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• Types (in Spain)Types (in Spain)

3-8 year-olds3-8 year-olds 8-12 year-olds8-12 year-olds 12-16/18 year-olds12-16/18 year-olds +16 year-olds +16 year-olds

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In Spain: 2003-2004: ELPs were validated by the central

Government (Ministerio de Educación) 2004-2007: Experimentation and Trials 2007-on:

• Comunidades Autónomas (Regional Governments) are in charge

• Ministerio de Educación is developing an e-ELP• More information: www.oapee.es

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3-8 year-olds

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8-12 year-oldsyear-olds

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The European Language Portfolio12-16/18 year-oldsyear-olds

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The European Language Portfolio+ 16

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• Sections: Sections:

Language PassportLanguage Passport Language BiographyLanguage Biography DossierDossier

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Language PassportLanguage PassportProfile of language skills (self-assessment)Profile of language skills (self-assessment)Language learning and intercultural Language learning and intercultural

experiences experiences Certificates and diplomasCertificates and diplomas

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DOSSIER: DOSSIER: Record of work done and materials Record of work done and materials used (Portfolio of an architect)used (Portfolio of an architect)

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LANGUAGE BIOGRAPHY (3-5 year-olds)LANGUAGE BIOGRAPHY (3-5 year-olds)

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LANGUAGE BIOGRAPHY (8-12)LANGUAGE BIOGRAPHY (8-12)

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LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)

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LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)

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2020

LANGUAGE BIOGRAPHYLANGUAGE BIOGRAPHY

Pedagogic function: Awareness of the Pedagogic function: Awareness of the language learning processlanguage learning process

Self-assessmentSelf-assessmentLearning strategiesLearning strategiesFuture plansFuture plansStudent autonomyStudent autonomyMain function: correct misconceptionsMain function: correct misconceptions

about language learningabout language learning

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Typical mistake

Learning a language is learning the grammar and vocabulary

Right concept

-Language skills

Portfolio Section

- Passport and Biography

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Typical mistake

- I learn English in the classroom - If I don't learn much, it is because I am not taught correctly

Right concept

-Autonomous learning, long-life learning. Both inside and outside the classroom. -The teacher as facilitator

Portfolio Section

- Passport and Biography

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Typical mistake

You need the same levels in all your skills

Right concept

-Different levels in different skills are OK, It depends on your needs

Portfolio Section

- Passport and Biography

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Typical mistake

It takes the same time to progress at a basic level than at an advanced level.

Right concept

- Inverted pyramid - More work outside the classroom as language learning progresses

Portfolio Section

- Passport and Biography

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Typical mistake

What I do in the classroom is only for the classroom

Right concept

-The dossier as a storing place for classroom work. A link with the outer world

Portfolio Section

- Dossier

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Typical mistake

Learning one language is more than enough

Right concept

-Plurilingual competence

Portfolio Section

- Passport and Biography

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Typical mistake

There are first-rate and second-rate languages and cultures. - the Germans are all square-headed, the English are all gentlemen (or hooligans)

Right concept

Multiculturalism, no stereotypes

Portfolio Section

- Passport and Biography

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2. A CASE OF ELP IMPLEMENTATION:- ELP for adults- 2 Escuelas Oficiales de Idiomas

(Santander/Torrelavega): adults (16+), 5 languages, A1-B2

1. Development of Activities (Preparatory Period)

2. Trialling the ELP3. Problems and solutions

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2.1. Development of Activities. Objectives:

- To raise students’ awarenesss and correct misconceptions

- To encourage self-assessment in skills- To help learners reflect on their learning

objectives- To help them identify their personal ways

of learning and strategies- To enhance the students’ plurilingual and

intercultural experiences

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The European Language Portfolio

THE (IM)PERFECT LANGUAGE LEARNER STUDENT A FIND SOMEONE WHO ... knows five words in Italian can ask for directions in German knows the name of an African language has a monolingual English dictionary writes down the new words s/he learns has travelled to an English-speaking country enjoys watching films in English with subtitles reads in English much better than s/he writes reads texts in English on the Internet only studies if there is an exam can understand people in an English pub Ask the questions to different people. When you find someone who can do one of those things, ask at least two more questions

about it and give your own opinion. Write their name, answer their questions and keep on asking ... --------------------------------------------------------------------------------------------------------- THE (IM)PERFECT LANGUAGE LEARNER STUDENT B FIND SOMEONE WHO ... has been studying English for more than 5 years likes learning new words through songs is shy and finds it hard to speak in another language only reads books for class chats in English on the Internet prefers American English to British English has been to Portugal or Italy and managed to get by knows how to say their name in four different languages is better at listening than at speaking can order food in a restaurant in French has had a foreign boy/girlfriend Ask the questions to different people. When you find someone who can do one of those things, ask at least two more questions

about it and give your own opinion. Write their name, answer their questions and keep on asking ...

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La Coruña 26-4-2007La Coruña 26-4-2007 3131

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ACTIVITY: The (im)perfect language learner

AUTHOR: Jesús Ángel González (based on the model provided in the Spanish guide for using the ELP with secondary school students)

LANGUAGE: English

LEVEL: A2-C2

TIMING: 20’to 30’OBJECTIVES

To promote student reflection on:

- life-long learning

- autonomous learning

- language as a communicative tool

- language skills

- learning strategies

- multiculturalism and plurilingualism

- outside-the-class learning

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SKILLS INVOLVED:

- Oral Expression

- Oral Interaction

METHODOLOGY: After handing-out the sheets, the students have to stand up and look for a different partner for each of the questions. Following the instructions, they then have to ask at least two more questions related to these topics and give their own opinion. Once this phase is over, the teacher can use the questions as a springboard to correct common misconceptions about language learning and to promote student awareness and a more realistic attitude to the language learning process.

EVALUATION: Positive. It is a good way to introduce ELP/CEF concepts, attitudes and procedures in an indirect manner. After this, the class can move on to other aspects of the ELP.

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Web-based Resource Centre:http://www.ceptorrelavega.educantabria.es/http://www.ceptorrelavega.educantabria.es/

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At school, I studied French, Latin and English

I have also studied German and Arabic I worked in Switzerland for a summer

when I was at University I speak some Italian, although I’ve never

studied it I understand texts related to my interests

written in Catalan or Galician.

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3.2. Trialling the ELP. Two parallel ways:

Whole classes. Different approaches:All the studentsGradual approach

Volunteer students: tutorial sessions after a whole-school presentation. Schedule. Tutorial sessions designed as forum.

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• DO YOU DO YOU WANT A WANT A PORTFOLIO?PORTFOLIO?

• Ask your Ask your teacher, fill it teacher, fill it in and keep in and keep your teacher your teacher informed.informed.

Form 8 (rest of Form 8 (rest of levels), 6 & 7 levels), 6 & 7

Forms 5, 9 & Forms 5, 9 & 8 (only the 8 (only the right level) right level)

BiographyBiography

Forms 1, 2, 3 & Forms 1, 2, 3 & 44

Complete Complete Passport Passport

PassportPassport

OptionalOptionalCompulsoryCompulsory

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 STUDENT RESPONSES YES NO ?

The ELP helps me to show what I can do in other languages

87 1 10

I like to become responsible for my own language learning process, as shown by the ELP

79 8 11

I find it useful to self-assess my progress and proficiency in languages

61 18 19

The time devoted in class for the ELP has been useful

63 5 30

All the students should be encouraged to have their own ELP

86 2 10

It is important for every European citizen to learn at least two languages apart from their own

90 4 4

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STUDENT RESPONSES (+) Aware of their strengths and weaknesses Able to set realistic learning objectives Language learning as a life-long process

(Autonomy) Learning strategies (inside and outside the

class) Intercultural experiences gained value

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STUDENT RESPONSES (-) Self-assessment is difficult (But good:

Communicative proficiency easier to assess than linguistic proficiency)

Doubts about the practicality of the document (Pedagogical vs. Reporting function: lack of purpose for the working world)

Bulky format Repetition/Redundancy

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TEACHERS’ RESPONSES Students had become autonomous

and aware of the learning process Language learning as an action-

oriented process (grammar and vocabulary as a means to an end: communication)

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TEACHERS’ RESPONSES Tutorial sessions:

• Advantage: volunteer students• Autonomous process (teacher as mentor)

Whole classes:• Students were not as enthusiastic or

autonomous• Some forms were not user-friendly

Need to include the ELP principles in all our classes

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2.3. Problems and solutions2.3.1. Self-Assessment: Dialang Test CEF-based on-line language assessment

system Tests in 14 European languages Diagnosis of language skills (Writing,

Listening and Reading Comprehension) It provides feedback and advice www.dialang.org

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The European Language Portfolio

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The European Language Portfolio

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2.3.2. Lack of purpose for the working world (Reporting Function): Europass

http://europass.cedefop.europa.eu/europass/home/hornav/Introduction.csp?loc=en_GB

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Europass is a document which helps people to: • make their skills and qualifications clearly and

easily understood in Europe• move anywhere in Europe

Europass consists of five documents:  two documents (Europass curriculum vitae (CV)

and Europass Language Passport) you can fill in yourself; and

three other documents (Europass Certificate Supplement, Europass Diploma Supplement and Europass Mobility) filled in and issued by competent organisations.

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2.3.3. What’s this for?: FAQ stressing the pedagogical function“Above all, this is for you. To help you learn to learn, to make you aware of the real aims of language learning, the different ways of learning, what you already know, what is still ahead, how to reach specific objectives, how to record your linguistic competence, your experiences, your language CV… As to the working world, it is not too well-known yet, since we are still in a preliminary phase, but it will in due time.”

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2.3.4. Repetition/Redundancy: Partial completion (one language only, voluntary forms). Pedagogically satisfying even it it can’t be used as a reporting tool

2.3.5. Bulkiness of the format: Electronic-ELP (MEC under way, www.eelp.orgwww.eelp.org))

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2.3.6. Need to include the ELP principles in all our classes: ELP-oriented pedagogy.

54 in-class portfolio-oriented activities in English, French, Italian and German

Web-based Resource Centre An example: B1 120-hour English

course

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B1 English Course One or several language learning

awareness-raising activities like ”The (Im)perfect Language Learner”

Skills self-assessment: • Filling in the assessment grid section of the

Passport• Dialang session

ELP and curriculum integration: definition of the course objectives according to the CEF by means of the ELP’s “can-do” checklists

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B1 English Course Autonomous learning: Surfing the net

to learn a foreign language. Personal website/class blog/webquests with links to a variety of foreign language websites, as well as links to ELP-related institutions (Council of Europe, Europass, ALTE, etc.). An example: http://www.educantabria.es/portal/web/jesus_gonzalez

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B1 English Course One or several activities promoting

multiculturalism, like “British Culture Quiz” http://www.ceptorrelavega.educantabria.es/asesorias/presentacion-lleehttp://www.ceptorrelavega.educantabria.es/asesorias/presentacion-llee

Language Reflection: One or several activities like “My Linguistic Biography” http://www.ceptorrelavega.educantabria.es/asesorias/presentacion-lleehttp://www.ceptorrelavega.educantabria.es/asesorias/presentacion-llee

After that, ELPs are handed to voluntary students and one or two after-class tutorial sessions are devoted to helping the students fill them in and choose some of their best work for the Dossier.

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3. Washback effect on teachers CEFTrain DVD Spoken performances (Centre

international d’études pédagogiques) Teaching Portfolios:

• EPOSTL• Profiling Grid for Language Teachers

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La Coruña 26-4-2007La Coruña 26-4-2007 6464

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La Coruña 26-4-2007La Coruña 26-4-2007 6666

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La Coruña 26-4-2007La Coruña 26-4-2007 6767

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4. Appendix: Work in progress University of Cantabria Graduates

Second Language Program:• B2 in English• B1 in English + B1 in another language

Problem: Entrance level A2-B1 in some skills

Solutions?

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4. Appendix: Work in progress• 6-credit English course (60 hours)• Erasmus program• Subjects taught in English (CLIL)• European Language Portfolio

Self-assessment Dialang Action Plan for future learning Listening log Resource Website

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La Coruña 26-4-2007La Coruña 26-4-2007 7070

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• www.coe.int/www.coe.int/portfolio portfolio • http://www.oapee.es/oapee/intro.htmlhttp://www.oapee.es/oapee/intro.html • http://www.ceptorrelavega.educantabria.es/asesorias/prhttp://www.ceptorrelavega.educantabria.es/asesorias/pr

esentacion-lleeesentacion-llee• http://www.lancs.ac.uk/researchenterprise/dialang/abouhttp://www.lancs.ac.uk/researchenterprise/dialang/abou

t (Temporary site for Dialang)t (Temporary site for Dialang)• www.eelp.org (EAQUALS_ALTE e-portfolio)www.eelp.org (EAQUALS_ALTE e-portfolio)• http://europass.cedefop.europa.eu/europass/home/hornhttp://europass.cedefop.europa.eu/europass/home/horn

av/Introduction.csp?loc=en_GBav/Introduction.csp?loc=en_GB• www.ecml.at www.ecml.at • http://epostl2.ecml.at/http://epostl2.ecml.at/• http://www.helsinki.fi/project/ceftrain/index.php.35.htmhttp://www.helsinki.fi/project/ceftrain/index.php.35.htm

l (Ceftrain)l (Ceftrain)• http://www.ciep.fr/en/publi_evalcert/dvd-productions-http://www.ciep.fr/en/publi_evalcert/dvd-productions-

orales-cecrl/index.phporales-cecrl/index.php• http://personales.unican.es/gonzalezja/http://personales.unican.es/gonzalezja/• http://www.educantabria.es/portal/web/jesus_gonzalez http://www.educantabria.es/portal/web/jesus_gonzalez