the norwegian versions of the european language portfolio
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The Norwegian versions of the
European Language Portfolio for
Adult Migrants
OECD, Paris 13.02. 2008 – 15.02.2008
Joanna Derdowska and Inger Lill Raundalen
Arendal voksenopplæring, Norway
The ELP is based on
• The Common European Framework of
Reference (CEFR) and
• the Norwegian national curriculum (Norwegian
as a second language for adult migrants) which
is also based on the CEFR
The ELP is:
a tool in the language learning and
integration for adult migrants
The three parts of ELP:
• the language passport -
www.europass.no – self assessment
• the biography
- including checklists: ”I can do”-statements
• the dossier
ELP’s functions:
• pedagogical - a tool for language learning
and assessment
• reporting - a tool for integration:
presentation of the learner’s background,
qualifications, experiences, plans for the
future
CEFR and ELP
• emphasis self assessment
• describe 6 levels of language proficiency (A1 –C2)
• communicative approach – 5 language skills, receptive og productive:
- listening
- reading
- spoken interaction
- spoken production
- writing
ELP’s pedagogical function:
• Development of learners authonomy – the teacher ”negotiates curriculum” with the learners:
• What are we learning?
• Why are we learning it?
• How are we learning it?
• How successful is our learning?
• What are we going to do next?
Planning, implementation and assessment
ELP’s methodology
Development of learners authonomy by
• involving the learners in the learning process
• step-by-step introduction of self assessment techniques
• raising learners’ awarenes and reflectionon the learning process
• raising the learners’ self-esteem – I can do-statements in the checklists
ELP
encourages the learners to make their own
individual plans and define goals both for the
language learning process and for the overall
integration goals like work, studies and social
participation in the new society
Two different versions of the
Norwegian ELP
• ELP for Adult Migrants -http://skolenettet.no/sprakpermer - sent for approval at the European Council
• adapted version of the ELP for learners with low educational levels -www.vox.no/spor1
Why two different versions
of the ELP?
• The original version was too difficult
• Need for a basic level below A1
Different learner groups demand different
approaches, but the pedagogical idea
is the same – developing and
supporting learners’ authonomy.
Checklists
• Exemplification of the level descriptors in the CEFR –
concreate situations which learners can try out in or
outside the classroom
ELP should be…
• created by learner and teacher together in
a process based on setting personal goals
and identifying learning needs – looking
back and forward
• individualy adjusted
• built up gradually
How to fit ELP in
your daily work?
• It’s possible to work with the methodology without filling in forms
• You can go on using textbooks, but not as a series of lesson scripts – the textbook should be subordinate to discussions and negotiation with the learners
• In cooperation with the learners you can make your own checklists (eg. according to the targets in the textbook)
Practical use - examples
Learning Norwegian outside school
Learning Norwegian outside school –one learner’s self assessment
Learning how to learn
Learning how to learn –example from a group of learners with
good educational levels
Classroom activities –some examples
• Class and individual discusions about objectives, how to
fulfil them and criteria for good performance
• Finding I can do objectives in a unit in the textbook
• Period plans with checklists, made in collaboration with
the learners
• Learners assess others’ and their own work
• Learners help weaker learners
• Learners choose their own tasks
• Learners create learning materials for other learners (eg.
true/false, sentences, exercises, questions)
More classroom activities
• Work in pairs or small groups
(conversation, reading, writing,
dictation,questioning etc.), teacher helps
learners with assessment
• Assessment of each other’s performance
(oral or written) with less support from the
teacher
Why to use ELP?
• Focus on the learner
• Arises awarenes of own learning process
• Emphasis self assessment
• Enables individual adjustment
• Encourages authonomy and involvement
• Promotes life long learning
• Presentation tool
• Part of the European system for language learning
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