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Language Portfolio Portfolio Langues Sprachenportfolio Portfolio linguistico Experimental Draft developed as the Swiss contribution to the Council of Europe project "Language Learning for European Citizenship" as a follow up project to the intergovernmental Symposium "Transparency and Coherence in Language Learning in 1997, Version C

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Language Portfolio

Portfolio Langues

Sprachenportfolio

Portfolio linguistico

Experimental Draft developed as the Swiss contribution to the Council of Europe project "Language Learning for European Citizenship" as a follow up project to the intergovernmental Symposium "Transparency and Coherence in Language Learning in Europe: objectives, evaluation, certification", Rüschlikon, November 1991.

Published for experimentation in the academic year 1996-97 by the working party "Swiss framework for Foreign Language Assessment" in collaboration with the Swiss National Research Council project "Assessment and Self-assessment of Foreign Language Proficiency at Cross-over-Points in the Swiss Educational System: Transparent and coherent description of foreign language competence as

1997, Version C

assessment, reporting and planning instruments" (Schneider, North and Richterich, forthcoming).

2

The Development and Trialling of the Portfolio Draft

Core Elements:Core elements of the attached draft Portfolio are (a) self-assessment checklists targeted at different levels (see the example for Threshold; the skill-oriented grid for the self-assessment of listening, reading, spoken interaction and production, and writing; (c) the global scale used to situate qualifications.

Research Background:These instruments and the descriptions of proficiency used in them are based on the results of the Swiss research project "Assessment and Self-assessment of Foreign Language Proficiency". The scaled proficiency descriptors were developed during the course of the three year project by procedures including:· detailed analysis of existing scales of proficiency;· 30 workshops in which foreign language teachers were asked to sort into categories and to qualitatively evaluate

the descriptors;· statistical analysis (Rasch Model) of assessments of learner proficiency through questionnaires made up of

selected descriptors. Approximately 300 teachers and 3,000 learners from different educational sectors, levels and language regions were involved in the survey.

The descriptors scaled in the project are provided in the Appendix to the Common Framework of Reference for Language Learning and Teaching in Europe.

The above mentioned core elements have been supplemented in the trial edition of the Portfolio by forms for various attestations and for reporting a learning biography taken from the Portfolio concepts of I. Christ and R. Schärer (See CC-LANG (96) 30).

Trialling:The development and trialling of the draft Portfolio has been undertaken by the same Swiss institutions responsible for the preparation and co-ordination of the Council of Europe intergovernmental Symposium "Transparency and Coherence in Language Learning in Europe" at Rüschlikon, namely: the Swiss conference of cantonal directors of education (EDK); the federal office for work, trade and industry (BIGA); the federal office for education and science, Eurocentres and the co-ordination office for the Migros Club Schools (KOST).

During 1996 the draft Portfolio was trialled with several hundred learners in lower and upper secondary schools, at universities and in the adult education sector in the various language regions of Switzerland. Experiences with the Portfolio were discussed and evaluated at a conference in September 1996 attended by German, French and English teachers. Some of the major points which emerged at the conference were that:· learners and teachers find working with the Portfolio very interesting, helpful and motivating. The self-assessment

instruments (grid and checklists) are comprehensible and practical for learners and stimulate useful reflections and processes.

· a future Portfolio should, like this draft, fulfill two functions: (a) as a means to provide transparent documentation of foreign language proficiency, and above all (b) as a pedagogic instrument to stimulate consideration of learning objectives, learning paths and learning achievements and to encourage self-directed learning.

· among other suggestions it was proposed that further self-assessment instruments should be provided, for example checklists for other skills, for socio-cultural competence and for foreign language use in work-related situations. It was also proposed that the existing instruments should be made electronically available (e.g. on the internet) in order to facilitate the selection of relevant items and the adaptation and elaboration of specimens provided.

· alongside the existing version for young people and adults, a version adapted to the needs of younger learners should be developed. It was felt that professional graphic design would be important in order to increase the clarity and attractiveness of the instrument.

· in general there is a willingness and a very great interest in implementing a Portfolio and in participating in further trialling.

The trial draft of the Portfolio is available in the following languages: English, German, French and Italian.

3

LANGUAGE PORTFOLIO

IntroductionThe Language Portfolio gives information about the level of language proficiency reached in different languages. It also presents an account of experiences in learning the languages concerned. The Language Portfolio provides internationally comparable descriptions of language proficiency which can be used on the one hand to see at what level one can understand a language and at what level one can express oneself in speech and writing. On the other hand they can be used to describe the level of language certificates and attestations that one has collected.

The Language Portfolio:

· enables learners to look back over the development of their language learning,

· reports the current level of attainment in one or more foreign languages,

· is a means to plan further learning in different languages,

· can inform interested parties what the learner can do in different languages (for example when changing schools, taking a language course, starting a new job).

The Sections of the Language Portfolio

1 Language PassportThe Language Passport shows "at a glance" the level reached in different languages, the levels for which certificates and diplomas have been obtained and the extracurricular experiences gained in the process.

Two self-assessment tools are available for assessing one's language level: (a) The Self-assessment Grid forming part of the Language Passport, which provides short summary descriptions for the six main levels, and (b) the more comprehensive checklists for the different levels.

1 DocumentsThe section „Documents“ contains:

· a list of the qualifications obtained stating when particular qualifications were gained in particular languages and the levels represented by the certificates in question. A statement describing the basis upon which each of the qualifications has been situated at a particular level is also provided. A short description of each related examination should also be included.

· a list of other attestations of language learning experiences such as taking part in immersion programmes, student exchange visits, language learning stays in areas speaking the target languages etc.

3 Language Learning BiographyThe Language Learning Biography section contains:

· a very brief summary of one's personal language learning history· self-assessment checklists for the different languages· statements about aims and plans formed for future learning in different languages· information about the objectives and syllabuses of language learning courses taken

4 DossierThe Dossier contains a listed collection of pieces of personal work which should document achievement in different languages: examples of different kinds of texts; perhaps audio or video recordings, project work etc.

This Portfolio belongs to:Dieses Portfolio gehört:Ce Portfolio appartient à:

Name / Name / Nom_______________________________

Address / Adresse / Adresse

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Date of birth GeburtsdatumDate de naissance _______________________________________

Born inGeburtsort (Land)Lieu d'origine _______________________________________

Nationality / Nationalität / Nationalité _______________________________________

Mother tongue(s)Muttersprache(n)Langue(s) maternelle(s) _______________________________________

Parents' mother tongue(s)Muttersprache(n) der ElternLangue(s) maternelle(s) des parents _______________________________________

Language(s) spoken at homeZu Hause gesprochene Sprache(n)Langue(s) parlée(s) à la maison _______________________________________

LANGUAGE PASSPORT

Language Competence Language PassportSprachkompetenz Sprachenpass

LANGUAGE / SPRACHE .................. ............................. .....................Self-assessment / Selbstbeurteilung

A1Breakthrough

A2Waystage

B1Threshold

B2Vantage

C1Effectiveness

C2Mastery

UNDERSTANDING / Listening HörenVERSTEHEN Reading Lesen

SPEAKING / Interaction GesprächSPRECHEN Production zusammenhängend

SprechenWRITING /SCHREIBEN

Writing Schreiben

Certificate(s) / Diplom(e)

Other language learning/Sprachkontakte

LANGUAGE / SPRACHE .................. ............................. .....................Self-assessment / Selbstbeurteilung

A1Breakthrough

A2Waystage

B1Threshold

B2Vantage

C1Effectiveness

C2Mastery

UNDERSTANDING / Listening HörenVERSTEHEN Reading Lesen

SPEAKING / Interaction GesprächSPRECHEN Production zusammenhängend

SprechenWRITING /SCHREIBEN

Writing Schreiben

Certificate(s) / Diplom(e)

Other language learning/SprachkontakteAids to assist you in assessing yourself can be found on page 7 and in the checklists for the different levels which can be found in the Ressourcepack or on the Internet.

LANGUAGE PASSPORT

Language Competence Language PassportSprachkompetenz Sprachenpass

LANGUAGE / SPRACHE .................. ............................. .....................Self-assessment / Selbstbeurteilung

A1Breakthrough

A2Waystage

B1Threshold

B2Vantage

C1Effectiveness

C2Mastery

UNDERSTANDING / Listening HörenVERSTEHEN Reading Lesen

SPEAKING / Interaction GesprächSPRECHEN Production zusammenhängend

SprechenWRITING /SCHREIBEN

Writing Schreiben

Certificate(s) / Diplom(e)

Other language learning/Sprachkontakte

LANGUAGE / SPRACHE .................. ............................. .....................Self-assessment / Selbstbeurteilung

A1Breakthrough

A2Waystage

B1Threshold

B2Vantage

C1Effectiveness

C2Mastery

UNDERSTANDING / Listening HörenVERSTEHEN Reading Lesen

SPEAKING / Interaction GesprächSPRECHEN Production zusammenhängend

SprechenWRITING /SCHREIBEN

Writing Schreiben

Certificate(s) / Diplom(e)

Other language learning/SprachkontakteAids to assist you in assessing yourself can be found on page 7 and in the checklists for the different levels which can be found in the Ressourcepack or on the Internet.

LANGUAGE PASSPORT

Self-assessment GridA1 Breakthrough A2 Waystage B1 Threshold B2 Vantage C1 Effectiveness C2 Mastery

UNDERST

Listening

Hören

I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment). I can catch the main point in short, clear, simple messages and announcements.

I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.

I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

ANDING

Reading

Lesen

I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters

I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters

I can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. I can understand contemporary literary prose.

I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.

I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

SPEA

Spoken Interaction

An Gesprächenteilnehmen

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.

I can take part effortlessly in any conversation of discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.

KING

Spoken Production

Zusammen-hängendes Sprechen

I can use simple phrases and sentences to describe where I live and people I know.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes & ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

WRITING

Writing

Schreiben

I can write a short, simple postcard, for examples sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

I can express myself in clear, well-structured text, expressing points of view at some length. I can write detailed expositions of complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can write different kinds of texts in an assured, personal, style appropriate to the reader in mind.

I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

LANGUAGE PASSPORT

Further help for self-assessment can be found in the checklists for different levels in the Ressourcepack or on the Internet.

DOCUMENTS

Updated List of Documents

1. Qualifications, Certificates

Language Name of Qualification / Certificate

Date Documents provided*(Please tick which documents are included in the section „Documents“.)Calibration to Framework

Description of examination

Certificate

French ICC Certificate 1995 ü ü ü

* See the Ressourcepack or on the Internet for the forms:· Level of Certificates and Qualifications· Examination Description

2. Attestations of Further Language Learning Experiences*

Language Language Learning Experience(e.g. stay abroad, immersion teaching, tandem partnership, etc.)

Date Attestation provided**

French 1 month stay in La Rochelle 1994 Statement of Attendance, Report

* for example:· Attestation of a school visit abroad· Attestation of a stay abroad· Attestation of playing host to a foreign-language speaking guest· Attestation of a language learning course abroad· Attestation of participation in a sustained pen friend correspondence· Attestation of participation in a project

** See the Ressourcepack or on the Internet for the appropriate forms.

e.g

e.g.

DOCUMENTS

Language Portfolio: Level of Certificates and Qualifications

Name of Certificate/Qualification_____________________Language____________________

Qualification

Proficient

C2Mastery

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

UserC1

Effectiveness

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Matura Kantonssch

ule XYZ Distinction

("6")

Indepen-dent

B2Vantage

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Matura Kantonssch

ule XYZ Normal Pass

("4")

UserB1

Threshold

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Basic

A2Waystage

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

UserA1

Breakthrough

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

ýThe qualifications mentioned have been calibrated to the European Framework on the following basis.Collective judgement by the teaching staff of the institution concerned. *Checking the relationship by comparing examples of learner work with the official performance samples for the Framework Levels **Comparative studies relating the achievement of learners to their results in examinations already calibrated to the Framework. ***Scientific study with statistical analysis of comparative data ****

School Stamp Date

DOCUMENTS

Examination Description(The word “certificate” in relation to the Portfolio is defined to include only those Qualifications

awarded on the basis of an examination)

Name of Certificate: .......................................................................................

Language: .......................................................................................

Examining Institution: .......................................................................................

Date and place Certificate awarded: .......................................................................................

(Please check off the following list. Multiple entries are possible. Give additional information if appropriate.)

Type of certificate: q Language Certificate (e.g. FCE, DELF/DALF, ICC usw.)q Language assessment accounted for only part of the certificate

(e.g. Baccalaureate, Professional qualification, University degree etc.)

Test papers: q Oral assessment: (Duration: __________)q Written papers: (Duration: __________)

Oral assessment: q Interviewq Group interaction

Oral assessment consisted of: q Short talk plus discussionq Discussion of one of a number of given topicsq Answering questionsq Other

Written papers consisted of: q Listening comprehension of authentic audio recordingsq Listening comprehension of authentic video recordingsq Listening comprehension of: ______________

q Reading comprehension of literary textsq Reading comprehension of factual textsq Writingq "Composition"q Commentary on texts. Putting a point of viewq Other: _______________________________

Further written papersq Grammatical exercisesq Vocabulary exercisesq Translation into target languageq Other: _____________________

Support during written papers: q Use of a dictionary allowedq Use of a dictionary not allowed

Supplementary information about the exam:

q Mock tests availableq Leaflets and information brochures availableq Further information available from the following address:

______________________________________________________

______________________________________________________

______________________________________________________

LANGUAGE LEARNING BIOGRAPHY

Updated List of Documents

1. Self-assessment Checklist OverviewIn the Ressourcepack or on the Internet you will find six checklists. You can use these checklists to assess yourself and to allow your ability to do things in the language to be judged by other people - for example your teacher. You should also decide the importance to you of the things which you cannot yet do.

Add to the checklists - perhaps together with your teacher - other things which you can also do, or things which you feel are also important for your language learning at the level concerned.

State in the following table which checklists you have completed for which languages.

Checklist:A1

BreakthroughA2

WaystageB1

ThresholdB2

VantageC1

EffectivenessC2

MasteryLanguage:

2. Other Documents **

Otherdocuments:

My Personal Language Learning Biography

My Aims: what and how do I want to

learn?

Information about School, Course Objectives and

ProgrammesLanguage:

** See the Ressourcepack or on the Internet for examples of appropriate forms.

LANGUAGE LEARNING BIOGRAPHY

Self-assessment ChecklistLanguage: ___________ Level: B1 Threshold

Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 = Objectives). Add to the list - perhaps with your teacher - other things that you can do, or that are important for your language learning at this level.

Use the following symbols:In columns 1 & 2: In column 3Ö = I can do this under normal circumstances ! = This is an objective for meÖÖ = I can do this easily

If you have over 80% of the points ticked, you have probably reached Threshold Level. Talk to your teacher or look on Internet page XX to find out about an assessment which could certify your progress.If you find that all or part of this checklist (for example the part on Listening) seems to be aimed too high or too low for you, talk to your teacher. Further checklists will shortly be found on the Internet. The checklist for Threshold Plus is slightly higher and the one for Waystage Plus is lower.

B1 Threshold 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

ListeningI can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for repetition of particular words and phrases.

I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.

I can listen to a short narrative and form hypotheses about what will happen next.

Spoken InteractionI can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.

I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to.

I can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling.

I can cope with less routine situations on public transport e.g. asking a passenger where to get off for an unfamiliar destination.

I can ask for and follow detailed directions.

I can sometimes take the initiative in a conversation (e.g. to bring up a new subject) but I am very dependent on my partner in the interaction.

I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.

I can enter unprepared into conversations on familiar topics.

I can agree and disagree politely.

I can give or seek personal views and opinions in an informal discussion with friends.

I can make my opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do.

LANGUAGE LEARNING BIOGRAPHY

Threshold 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

Spoken ProductionI can narrate a story.

I can give detailed accounts of experiences, describing feelings and reactions.

I can describe dreams, hopes and ambitions.

I can explain and give reasons for my plans, intentions and actions.

I can give straightforward descriptions on a variety of familiar subjects within my field of interest.

I can relate the plot of a book or film and describe my reactions.

I can reasonably fluently relate a straightforward narrative or description as a linear sequence of points.

I can paraphrase short written passages orally in a simple fashion, using the original text wording and ordering.

StrategiesI can repeat back part of what someone has said to confirm that we understand each other.

I can ask someone to clarify or elaborate what they have just said.

When I can’t think of the word I want, I can use a simple word meaning something similar and invite "correction".

Language QualityI can keep a conversation going comprehensibly, but have to pause to plan and correct what I am saying - especially when I talk freely for longer periods.

I can convey simple information of immediate relevance, getting across which point I feel is most important.

I have a sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to my everyday life such as family, hobbies and interests, work, travel, and current events.

I can express myself reasonably accurately in familiar, predictable situations.

LANGUAGE LEARNING BIOGRAPHY

My Personal Language Learning Biography

Language:_______________________Date Begun:____________________

Chronological documentation of language learning experience· schools, courses attended· practical language use in particular situations, for example: at work; with friends; whilst

travelling· projects; collaboration in presentations, publications, etc.

Year / Date

School/Course (with details of length, number of hours, intensity, activities, contacts)

Experiences, learning progress

My Aims: what and how do I want to learn?

Reading

with books

LearningCentre

for study

Exchange

Conversationfor

spare time

Literature

What do I like doing?

Writing

Tandem

Grammar

Family

for travel

for work

Whichlanguage?

Information about School, Course Objectives and Programmes*

1. Please report in note form and as concretely as possible what objectives the teaching in the foreign language(s) is intended to achieve. Refer if you wish to official documents (syllabuses etc.) in the process. Please also state where particular emphases are set in each foreign language.

2. Please give information about the methods employed in order to reach the objectives stated. Please indicate the allocation of classroom hours at the different levels, the learning opportunities provided (such as intensive phases, interdisciplinary projects, exchange programmes, immersion teaching), the means to promote extracurricular learning, and the type and style of the examinations.

* This form should be completed by the school / course organisers. An original for photocopying can be found in Appendix C7.

DOSSIER

Dossier: Updated List of DocumentsIn the Dossier you can collect your own work and other documents and/or summarise your current level of achievement:

· Project work· Examples of written work· Cassette recordings· Video recordings· Earlier sheets from the Language Learning Biography

(for example checklists, logbook)· ...

Doc. No.

Language Date; kind of work *

1

2

3

4

5

6

7

8

9

10

* State in this column the status of the examples provided, and the date at which they produced. Use the abbreviations A2 / B1 etc. from the following list.

1 2A Individual work Group work

B Typical work Best work

C Result of spontaneous production Final product after correction and redrafting

D An earlier stage of development Current stage of development

APPENDIX A 1

Language Portfolio

Portfolio Langues

Sprachenportfolio

Portfolio linguistico

Ressourcepack

APPENDIX A 1

Language Portfolio: Level of Certificates and Qualifications

Name of Certificate/Qualification_____________________Language_________________

Qualification

Proficient

Mastery Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

UserEffectiveness Can understand a wide range of demanding, longer texts, and

recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Indepen-dent

Vantage Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

UserThreshold Can understand the main points of clear standard input on familiar

matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Basic

Waystage Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

UserBreakthrough Can understand and use familiar everyday expressions and very

basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

The qualifications mentioned have been calibrated to the European Framework on the following basis.Collective judgement by the teaching staff of the institution concerned. *Checking the relationship by comparing examples of learner work with the official performance samples for the Framework Levels

**

Comparative studies relating the achievement of learners to their results in examinations already calibrated to the Framework.

***

Scientific study with statistical analysis of comparative data ****

School Stamp Date

APPENDIX A 2Examination Description

(The word “certificate” in relation to the Portfolio is defined to include only those Qualifications awarded on the basis of an examination)

Name of Certificate: .......................................................................................

Language: .......................................................................................

Examining Institution: .......................................................................................

Date and place Certificate awarded: .......................................................................................

(Please check off the following list. Multiple entries are possible. Give additional information if appropriate.)

Type of certificate: q Language Certificate (e.g. FCE, DELF/DALF, ICC usw.)q Language assessment accounted for only part of the certificate

(e.g. Baccalaureate, Professional qualification, University degree etc.)

Test papers: q Oral assessment: (Duration: __________)q Written papers: (Duration: __________)

Oral assessment: q Interviewq Group interaction

Oral assessment consisted of: q Short talk plus discussionq Discussion of one of a number of given topicsq Answering questionsq Other

Written papers consisted of: q Listening comprehension of authentic audio recordingsq Listening comprehension of authentic video recordingsq Listening comprehension of: ______________q Reading comprehension of literary textsq Reading comprehension of factual textsq Writingq "Composition"q Commentary on texts. Putting a point of viewq Other: _______________________________Further written papersq Grammatical exercisesq Vocabulary exercisesq Translation into target languageq Other: _____________________

Support during written papers: q Use of a dictionary allowedq Use of a dictionary not allowed

Supplementary information about the exam:

q Mock tests availableq Leaflets and information brochures availableq Further information available from the following address:

______________________________________________________

______________________________________________________

______________________________________________________

APPENDIX B 1

Attestation of Participation in an Exchange Programme

Language: ________________________________________________

Partner institution: ________________________________________________

In: ________________________________________________

From: ____________ to__________

Comments: ________________________________________________

________________________________________________

________________________________________________

__________________________________ __________________________Place/Date Stamp of School/Institution

Additional comment from the learner

APPENDIX B 2

Attestation of Participation in Immersion Teaching

Language ofInstruction: ________________________________________________

Subject(s): ________________________________________________

________________________________________________

In class(es): ________________________________________________

From: __________ to ____________

Comments: ________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

__________________________________ __________________________Place/Date Stamp of School/Institution

APPENDIX B 3

Attestation of a Language Learning Stay Abroad

Language: ______________________________________________

In: _____________________________________________

From: _____________to _______________________________

Type of stay:

qattending a state/private school (mainstream education)

qattending a language school

qstaying as a guest in a family (perhaps on a holiday exchange programme)

qworking as a university language student/assistant

qwork experience

qother

Comments: ________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

__________________________________ __________________________Place/Date Stamp of School/Institution

APPENDIX B 4

Attestation of Playing Host to a Foreign-language Speaking Guest from a

Partner School, Institution or Family

Language spoken by guest________________________________________

Place of residence of guest:________________________________________

Length of guest’s stay:

from ______________to_______________________________

Place of guest’s stay:_______________________________________________

Purpose of guest’s stay:

qholiday as family guest

qholiday exchange

qas guest in the family whilst attending a school (mainstream education / language school)

qas guest in the family whilst working as a student/assistant at : ______________

qas guest in the family whilst working for: _______________________

q other: ________________________________________________

________________________________________________

Comments: ________________________________________________

________________________________________________

________________________________________________

__________________________________ __________________________Place/Date Stamp of School/Institution

APPENDIX B 5

Attestation of Participation in a Sustained Correspondence with a Foreign-

Language Speaking Pen Friend

Mother tongue of pen friend:_______________________________________

Name of pen friend:_____________________________________________

Place of Residence of pen friend:___________________________________

Length of correspondence: from________________to__________________

Intensity of correspondence:

qone letter per month

qone letter every six months

Type of correspondence:

qCorrespondence between schools or classes

qCorrespondence intitiated by the school and continued privately

qPersonal correspondence

Language of correspondence:

qonly in the language of the pen friend

qeach writing in his/her own language

qmixed (sometimes in the language of the pen friend, sometimes iin own language)

Comments: ________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

__________________________________ __________________________Place/Date Stamp of School/Institution

APPENDIX C 1

Self-assessment ChecklistLanguage: ___________ Level: A1 Breakthrough

Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 = Objectives). Add to the list - perhaps with your teacher - other things that you can do, or that are important for your language learning at this level.

Use the following symbols:In columns 1 & 2: In column 3Ö = I can do this under normal circumstances ! = This is an objective for meÖÖ = I can do this easily

If you have over 80% of the points ticked, you have probably reached Breakthrough Level. Talk to your teacher or look on Internet page XX to find out about an assessment which could certify your progress.If you find that this all or part of this checklist (for example the part on Listening) seems to be aimed too low for you, talk to your teacher. A higher one (Waystage) will shortly be found on the Internet.

A1 Breakthrough 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

ListeningI can understand when someone speaks very slowly to me and articulates carefully, with long pauses for me to assimilate meaning.

I can understand simple directions how to get from X to Y, by foot or public transport.

I can understand questions and instructions addressed carefully and slowly to me and follow short, simple directions.

I can understand numbers, prices and times.

Spoken InteractionI can introduce somebody and use basic greeting and leave-taking expressions..

I can make myself understood in a simple way but I am dependent on my partner being prepared to repeat more slowly and rephrase what I say and to help me to say what I want.

I can make simple purchases where pointing or other gesture can support the verbal reference.

I can handle numbers, quantities, cost and time.

I can ask people for things and give people things.

I can ask people questions about where they live, people they know, things they have, etc. and answer such questions addressed to me provided they are articulated slowly and clearly.

I can indicate time by such phrases as “next week”, “last Friday”, “in November”, “three o clock”.

I can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.

Spoken ProductionI can describe where I live

APPENDIX C 2

Self-assessment ChecklistLanguage: ___________ Level: A2 Waystage

Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 = Objectives). Add to the list - perhaps with your teacher - other things that you can do, or that are important for your language learning at this level.

Use the following symbols:In columns 1 & 2: In column 3Ö = I can do this under normal circumstances ! = This is an objective for meÖÖ = I can do this easily

If you have over 80% of the points ticked, you have probably reached Waystage Level. Talk to your teacher or look on Internet page XX to find out about an assessment which could certify your progress.If you find that all or part of this checklist (for example the part on Listening) seems to be aimed too high or too low for you, talk to your teacher. Further checklists will shortly be found on the Internet. The checklist for Waystage Plus is slightly higher and the one for Breakthrough is lower.

A2 Waystage 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

ListeningI can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make me understand, if the speaker can take the trouble.

I can recognise phrases, words and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment).

I can catch the main point in short, clear, simple messages and announcements.

Spoken InteractionI can make simple transactions in shops, post offices or banks.

I can use public transport: buses, trains, and taxis, ask for basic information and buy tickets.

I can get simple information about travel.

I can order something to eat or drink.

I can make simple purchases by stating what I want and asking the price.

I can ask for and give directions referring to a map or plan.

I can ask how people are and react to news.

I can make and respond to invitations.

I can make and accept apologies.

I can say what I like and dislike.

I can discuss with other people what to do, where to go and make arrangements to meet.

I can ask people questions about what they do at work and in free time, and answer such questions addressed to me.

I can ask and answer questions in conversation, and respond to simple statements.

APPENDIX C 2

A2 Waystage 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

Spoken ProductionI can describe myself, my family and other people.

I can describe where I live.

I can describe my educational background, my present or most recent job.

StrategiesI can ask for attention.

I can indicate when I am following.

When I don’t understand something, I can very simply ask the speaker to repeat what they said.

Language QualityI can make myself understood using memorised phrases and single expressions.

I can link groups of words with simple connectors like "and, "but" and "because".

I can use some simple structures correctly.

I have a sufficient vocabulary for coping with simple everyday situations

APPENDIX C 3

Self-assessment ChecklistLanguage: ___________ Level: B1 Threshold

Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 = Objectives). Add to the list - perhaps with your teacher - other things that you can do, or that are important for your language learning at this level.

Use the following symbols:In columns 1 & 2: In column 3Ö = I can do this under normal circumstances ! = This is an objective for meÖÖ = I can do this easily

If you have over 80% of the points ticked, you have probably reached Threshold Level. Talk to your teacher or look on Internet page XX to find out about an assessment which could certify your progress.If you find that all or part of this checklist (for example the part on Listening) seems to be aimed too high or too low for you, talk to your teacher. Further checklists will shortly be found on the Internet. The checklist for Threshold Plus is slightly higher and the one for Waystage Plus is lower.

B1 Threshold 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

ListeningI can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for repetition of particular words and phrases.

I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.

I can listen to a short narrative and form hypotheses about what will happen next.

Spoken InteractionI can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.

I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to.

I can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling.

I can cope with less routine situations on public transport e.g. asking a passenger where to get off for an unfamiliar destination.

I can ask for and follow detailed directions.

I can sometimes take the initiative in a conversation (e.g. to bring up a new subject) but I am very dependent on my partner in the interaction.

I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.

I can enter unprepared into conversations on familiar topics.

I can agree and disagree politely.

I can give or seek personal views and opinions in an informal discussion with friends.

I can make my opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do.

APPENDIX C 3

B1 Threshold 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

Spoken ProductionI can narrate a story.

I can give detailed accounts of experiences, describing feelings and reactions.

I can describe dreams, hopes and ambitions.

I can explain and give reasons for my plans, intentions and actions.

I can give straightforward descriptions on a variety of familiar subjects within my field of interest.

I can relate the plot of a book or film and describe my reactions.

I can reasonably fluently relate a straightforward narrative or description as a linear sequence of points.

I can paraphrase short written passages orally in a simple fashion, using the original text wording and ordering.

StrategiesI can repeat back part of what someone has said to confirm that we understand each other.

I can ask someone to clarify or elaborate what they have just said.

When I can’t think of the word I want, I can use a simple word meaning something similar and invite "correction".

Language QualityI can keep a conversation going comprehensibly, but have to pause to plan and correct what I am saying - especially when I talk freely for longer periods.

I can convey simple information of immediate relevance, getting across which point I feel is most important.

I have a sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to my everyday life such as family, hobbies and interests, work, travel, and current events.

I can express myself reasonably accurately in familiar, predictable situations.

APPENDIX C 4

Self-assessment ChecklistLanguage: ___________ Level: B2 Vantage

Use this checklist to record what you think you can do (Column 1) . Ask someone else, for example your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 = Objectives). Add to the list - perhaps with your teacher - other things that you can do, or that are important for your language learning at this level.

Use the following symbols:In columns 1 & 2: In column 3Ö = I can do this under normal circumstances ! = This is an objective for meÖÖ = I can do this easily

If you have over 80% of the points ticked, you have probably reached Vantage Level. Talk to your teacher or look on Internet page XX to find out about an assessment which could certify your progress.If you find that all or part of this checklist (for example the part on Listening) seems to be aimed too high or too low for you, talk to your teacher. Further checklists will shortly be found on the Internet. The checklist for Vantage Plus is slightly higher and the one for Threshold Plus is lower.

B2 Vantage 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

ListeningI can understand in detail what is said to me in standard spoken language even in a noisy environment.

I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.

I can understand TV documentaries, live interviews, talk shows, plays and the majority of films in standard dialect.

I can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in my field of specialisation.

I can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues.

Spoken InteractionI can initiate, maintain and end discourse naturally with effective turn-taking.

I can with some confidence exchange considerable quantities of detailed factual information on matters within my field of interests.

I can convey degrees of emotion and highlight the personal significance of events and experiences.

I can engage in extended conversation in a clearly participatory fashion on most general topics.

I can take an active part in informal discussion in familiar contexts, commenting, putting a point of view clearly, evaluating proposals and making and responding to hypotheses.

I can account for and sustain my opinions in discussion by providing relevant explanations, arguments and comments.

I can help a discussion along on familiar ground confirming comprehension, inviting others in, etc.

I can carry out a prepared interview, checking and confirming information, following up interesting replies.

APPENDIX C 4

B2 Vantage 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

Spoken ProductionI can give clear, detailed descriptions on a wide range of subjects related to my field of interests.

I can understand and summarise orally short extracts from news items, interviews or documentaries containing opinions, argument and discussion.

I can understand and summarise orally the plot and sequence of events in an extract from a film or play.

I can construct a chain of reasoned argument, linking my ideas logically.

I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

I can speculate about causes, consequences, hypothetical situations.

StrategiesI can use standard phrases like "That's a difficult question to answer" to gain time and keep the turn whilst formulating what to say.

I can make a note of "favourite mistakes" and consciously monitor speech for them.

I can generally correct slips and errors if I become conscious of them or if they have led to misunderstandings.

Language QualityI can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party.

I can pass on detailed information reliably.

I can produce stretches of language with a fairly even tempo; although I can be hesitant as I search for patterns and expressions, there are few noticeably long pauses.

I can communicate with reasonable accuracy and can correct mistakes if they have led to misunderstandings.

APPENDIX C 5

Self-assessment ChecklistLanguage: ___________ Level: C1 Effectiveness

Use this checklist to record what you think you I can do (Column 1). Ask someone else, for example your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 = Objectives). Add to the list - perhaps with your teacher - other things that you I can do, or that are important for your language learning at this level.

Use the following symbols:In columns 1 & 2: In column 3Ö = I I can do this under normal circumstances ! = This is an objective for meÖÖ = I I can do this easily

If you have over 80% of the points ticked, you have probably reached Effectiveness Level. Talk to your teacher or look on Internet page XX to find out about an assessment which could certify your progress.If you find that all or part of this checklist (for example the part on Listening) seems to be aimed too high or too low for you, talk to your teacher. Further checklists will shortly be found on the Internet. The checklist for Mastery is higher and the one for Vantage Plus is lower.

C1 Effectiveness 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

ListeningI can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.

I can understand a wide range of idiomatic expressions and colloquialisms, appreciating shifts in style and register.

I can extract specific information from even poor quality, audibly distorted public announcements, e.g. in a station, sports stadium etc.

I can understand complex technical information, such as operating instructions, specifications for familiar products and services.

I can understand lectures, talks and reports in my field of professional or academic interest even when they are propositionally and linguistically complex.

I can without too much effort understand films employing a considerable degree of slang and idiomatic usage.

Spoken InteractionI can keep up with an animated conversation between native speakers.

I can use the language fluently, accurately and effectively on a wide range of general, professional or academic topics.

I can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.

I can express my ideas and opinions clearly and precisely, and can present and respond to complex lines of reasoning convincingly.

APPENDIX C 5

C1 Effectiveness 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

Spoken ProductionI can give clear, detailed descriptions of complex subjects.

I can orally summarise long, demanding texts.

I can present orally a comprehensive description or report, integrating themes, developing particular points and rounding off with an appropriate conclusion.

I can give a clearly developed presentation on a subject in my fields of personal or professional interest, departing when necessary from the prepared text and following up spontaneously points raised by members of the audience.

StrategiesI can use fluently a variety of appropriate expressions to preface my remarks in order to get the floor, or to gain time and keep the floor whilst thinking.

I can relate own contribution skilfully to those of other speakers.

I can substitute an equivalent term for a word I can't recall without distracting the listener.

Language QualityI can express myself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.

I can produce clear, smoothly-flowing, well-structured speech, showing control over ways of developing what I want to say in order to link both my ideas and my expression of them into coherent text.

I have a good command of a broad vocabulary allowing gaps to be readily overcome with circumlocutions; I rarely have to search obviously for expressions or to compromise on saying exactly what I want to.

I can consistently maintain a high degree of grammatical accuracy; errors are rare and difficult to spot.

APPENDIX C 6

Self-assessment ChecklistLanguage: ___________ Level: C2 Mastery

Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that you cannot yet do which you feel are important for you (Column 3 = Objectives). Add to the list - perhaps with your teacher - other things that you can do, or that are important for your language learning at this level.

Use the following symbols:In columns 1 & 2: In column 3Ö = I can do this under normal circumstances ! = This is an objective for meÖÖ = I can do this easily

If you have over 80% of the points ticked, you have probably reached Mastery Level. Talk to your teacher or look on Internet page XX to find out about an assessment which could certify your progress.If you find that all or part of this checklist (for example the part on Listening) seems to be aimed too high for you, talk to your teacher. Further checklists will shortly be found on the Internet. The checklist for Effectivesness is lower.

C2 Mastery 1 = Me 2 = My teacher/another 3 = My objectives 1 2 3

ListeningI have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

Spoken InteractionI can take part effortlessly in all conversations and discussions with native speakers.

Spoken ProductionI can understand and summarise orally information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result.

StrategiesI can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.

Language QualityI can reformulate ideas in differing linguistic forms in a very flexible manner in order to give emphasis, to differentiate and to eliminate ambiguity.

I can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of expressions to qualify statements and pinpoint the extent to which something is the case.

I have a good command of idiomatic expressions and colloquialisms with an awareness of implied meaning and meaning by association.

APPENDIX C 6

APPENDIX C 7

Information about School, Course Objectives and Programmes*

1. Please report in note form and as concretely as possible what objectives the teaching in the foreign language(s) is intended to achieve. Refer if you wish to official documents (syllabuses etc.) in the process. Please also state where particular emphases are set in each foreign language.

2. Please give information about the methods employed in order to reach the objectives stated. Please indicate the allocation of classroom hours at the different levels, the learning opportunities provided (such as intensive phases, interdisciplinary projects, exchange programmes, immersion teaching) the means to promote extracurricular learning, and the type and style of the examinations.

* This form should be completed by the school / course organisers.

My Personal Language Learning Biography

Language:_____________________Date Begun:__________________Chronological documentation of language learning experience· schools, courses attended· practical language use in particular situations, for example: at work; with friends; whilst

travelling· projects; collaboration in presentations, publications, etc.

Year / Date

School/Course (with details of length, number of hours, intensity, activities, contacts)

Experiences, learning progress