european language portfolio â€“
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DESCRIPTIONEuropean Language Portfolio – A way into developing responsibility and awareness in language learning. QUESTIONS TO BEGIN WITH. Nowadays importance to know different languages is obvious. Which do you think are the most important ones? Why? - PowerPoint PPT Presentation
European Language Portfolio A way into developing responsibility and awareness in language learning
QUESTIONS TO BEGIN WITHNowadays importance to know different languages is obvious. Which do you think are the most important ones? Why?Do you think that its possible to learn L1, L2 and L3 in the stages of Childhood Education and Primary Education?What are the reasons why adults fail to succeed (and most of them do) in learning foreign languages?
THE EUROPEAN LANGUAGEPORTFOLIOPersonal document to register ones experiences of language learning.Communicative approachReflection and self-assessmentDeveloped by the Department of Linguistic Policy of the Council of Europe (1998-2000)
PrinciplesAny version of the ELP must be validated by the council of Europes validation committee and follow these principles:The ELP is the property of the learners.All competence is valued regardless whether its gained inside or outside formal education.
PrinciplesIts linked to the Common European Framework of Reference for Languages.It encourages lifelong language learning as the learner takes responsibility for their own learning, evaluation and assessment.The ELP includes intercultural and personal experiences.
FUNCTIONS OF THE ELPPEDAGOGICAL FUNCTIONSMore transparent process for studentsAssumption of responsibilityStudents autonomyEducation through lifeRECORDING FUNCTIONSComplete official certificates with additional informationInternational standards.
It means that the ELP enables language learners to...
ELP enables students toTo reflect what the holder can do in each of the languages he/she knows.To write down the advances that each person does in the learning of languages.
To take record of the own language and culture learning experiences.To recognize how and when one learnsTo orientate motivation, increase self-confidence and promote the development of learning strategies.
PLURILINGUALISMMultilingualism:Knowledge of languages.Co-existence of languages in society.Diversifying the languages on offer.Encouraging pupils to learn more languages.Reducing the dominant position of English.Plurilingualism:Communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact.The aim is to develop a linguistic repertory.The languages offered in educational institutions should be diversified and students given the opportunity to develop a plurilingual competence.Motivation, skill and confidence in facing new language experiences.
ELP as a Tool for LearningThe ELP is a tool for learning:Its the property of the learner. Learners discuss and negotiate the aims, content and processes of their work.They develop a reflective approach to language learning and strategies to learn independently.
ELP as a Tool for Assessing and RecordingThe ELP is a tool for assessing and recording:Learners can show off their competence to others. Learners can record and see at a glance their achievement and progress.Progress can be recorded repeatedly over time with the Languages Ladder.
Content of the ELPThe ELP has three main sections:My Language PassportMy Language BiographyMy Dossier
Overview of the ELP
1 Language PassportThe Language Passport is a record of students language skills, qualifications and experiences (in one or more languages, including their own). For the passport, the learner records their profile of language skills in relation to the Common European Framework, a rsum of language learning and intercultural experiences, and a record of certificates and diplomas.
Overview of the ELP2 Language BiographyThe Language Biography facilitates planning, reflection and self-assessment of progress in a number of languages.
Overview of the ELP3 DossierThe Dossier offers the learner the opportunity to document evidence and illustrate their achievements and experiences recorded in the Passport.
My Language PassportThe Passport is a record of the childs learning experiences:Languages learnt or heard at homeLanguages learnt at school / college / universityLanguages learnt out of school / college / universityContacts and intercultural experiences
COMPONENTS OF THE ELPTHE LANGUAGE PASSPORTA summary of the competences acquiredIn terms of capacitiesRecord of formal qualificationsLinguistic competences and linguistic and intercultural experiencesSelf-assessment, teachers assessment and official examinations commissions assessment.
Why use it?Particularly useful for:Enabling learners to describe their level of proficiencyReflecting on partial competence, and on plurilingualismThinking about goals, and how long it will take to achieve them
CEFR: levels*Basic User http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf
CEFR: levels*Independent User http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf
CEFR: levels*Proficient User http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf
COMPONENTS OF THE ELPTHE LANGUAGE BIOGRAPHYEnables the holder to:Get involved in the planning, reflection and assessment of learning process.Encourage the recording of the things he/she can doEncourage the gathering of information about linguistic and cultural experiences outside the formal educative contextFoster multilingualism
My Language BiographyIts an ever changing part of the ELP:Learners should revisit and update it at frequent intervals.They reflect upon and record whay they can do and thus become aware of their own progress. Learners can look ahead at new targets and think about how they can learn.
My Language BiographyProgress can be recorded on several areas:ListeningSpeaking ProductionSpeaking InteractionReadingWritingIntercultural undestanding
My Language BiographyRepeating the process of reflection about targets and self evaluation gives them responsibility about their own learning.If the students reach the levels in the portfolio, the teacher can set new targets and add them to it.
My DossierThe dossier is a personal collection of the learners work:Students file any special pieces of work, pictures or recordings that show their achievement.They must take responsibility for what is included, removed or replaced.Its contents must be reviewed on a regular basis.
As the dossier grows, it can be divided into different sections. For example:Songs and rhymesMy e-palMy pictures and wordsMeeting peopleStories heardStories readComicsInteresting websitesSlideshares created
My DossierPicturese-mail messagesSelected written workPhotosPostcardsAudio and video recordings
LettersGamesWord listsPostersDiagramsReflections on language learningBlog & web page entries
Dossier Some Ideas to UseTeachers must encourage reflection on dossier work:Students can discuss what a good dossier looks like.Students can disscuss what work would show best what they have learnt and the level they have achieved.Students must show the dossier to others regularly.
Using ELP in the ClassroomThe ELP should be used from the beginning of the childs school life to encourage the development of:Learning language strategies: communicating, practising a new language, memorising, applying prior knowledge, listening and understandingValue and awareness of other cultures.Awareness of self progress.
How to use ELP with HSE students?Language development (e.g. Grammar) Functional language IELTS preparationSpeaking productionSpeaking InteractionWriting ProductionOthers-????
So, after all, why use it?Particularly useful for:Reflecting on and sharing learning strategies
From Theory to Practice
Templates and Resources, e.g. My Language BiographyPresentation of the learner [Section: Presentation of the learner]My name is .I was born on I use the following language(s) actively or passively at home:with friends: I have learned or have started to learn the following other languages outside school(travel, visits, exchanges, meetings, etc):...I learned or have been learning the following languages at school or in language classes:Languagefrom / since to
Templates and ResourcesHow I use my languages [Section: Presentation of the learner]A. Outside language classes, I use/have used the languages which I am learning or already know in the following situations:in other classes:DateLanguage(s)When? Where? With whom? What I think of that and what I gain from it//20.//20.//20.in my school, my training course or my workplace:DateLanguage(s)When? Where? With whom? What I think of that and what I gain from it//20.//20.//20.round about me in my home area:DateLanguage(s)When? Where? With whom?What I think of that and what I gain from it//20.//20.//20.during regular meetings with other people (sports, with friends, etc):DateLanguage(s)When? Where? With whom?What I think of that and what I gain from it//20.//20.//20.during my leisure activities:DateLanguage(s)When? Where? With whom?What I think of that and what I gain from it//20.//20.//20.
Templates and Resourcestelevision or the media:DateLanguage(s)For example,What I think of that and what I gain from it//20.//20.//20.when reading:DateLanguage(s)For example,What I think of that and what I gain from it//20.//20.//20.Internet:DateLanguage(s)For example,What I think of that and what I gain from it//20.//20.//20.B. I sometimes use/have used several languages at the same time or mediate/have mediated between people from different cultures speaking different languages, for example:- to help