my european language - wordpress.com...european language portfolio belen alastrue [2] about your...

MY EUROPEAN

LANGUAGE

BELEN ALASTRUE GINER Foreign Language Teaching

Universitat de València

EUROPEAN LANGUAGE PORTFOLIO BELEN ALASTRUE

[1]

INDEX OF CONTENTS

1. LANGUAGE BIOGRAPHY .................................................................................................................... 4

1.1 PRESENTATION OF THE LEARNER ..................................................................................................... 4

1.1.1 My personal objectives .............................................................................................................. 5

1.2 GOAL SETTING AND LEARNING HOW TO LEARN .............................................................................. 6

1.2.1 My language learning biography ............................................................................................... 6

1.2.2 The most effective language learning activities for me ............................................................. 7

1.2.3 My general language learning aims ........................................................................................... 7

1.2.4 My next language learning aims ................................................................................................ 8

1.2.5 Learning how to learn ................................................................................................................ 9

1.3 INTERCULTURAL EXPERIENCE AND AWARENESS ............................................................................ 10

1.3.1 Language learning and intercultural experiences .................................................................... 10

1.3.2 Cross-cultural communication ................................................................................................. 12

1.3.3 My mobility stay ...................................................................................................................... 13

1.4 SELF-ASSESSMENT CHECKLIST ........................................................................................................ 14

2. LANGUAGE DOSSIER......................................................................................................................... 18

2.1 VALENCIAN ..................................................................................................................................... 18

2.2 FRENCH........................................................................................................................................... 20

2.3 ENGLISH .......................................................................................................................................... 22

3. LANGUAGE PASSPORT ..................................................................................................................... 26

3.1 PROFILE OF LANGUAGE SKILLS ....................................................................................................... 27

3.2 SUMMARY OF LANGUAGE LEARNING EXPERIENCES ...................................................................... 28

3.3 LINGUISTIC AND INTERCULTURAL EXPERIENCE .............................................................................. 29

3.4 CERTIFICATES AND DIPLOMAS ....................................................................................................... 30


[2]

ABOUT YOUR EUROPEAN LANGUAGE PORTFOLIO

The European Language Portfolio (ELP) is a document in which you can record and reflect on your

language learning and intercultural experiences, whether gained at school or outside school. It contains

three parts:

a Language Passport, which provides an overview of your proficiency in different languages at a

given point in time;

a Language Biography, which helps you plan, reflect upon and assess your learning process and

progress;

a Dossier, which offers you an opportunity to select materials to document and illustrate the

achievements or experiences you have recorded in your Language Biography or Passport.

The ELP is your property as a learner. Its main aims are:

to help you give shape and coherence to your experience of learning and using languages other

than your first language;

to motivate you by acknowledging your efforts to extend and diversify your language skills at all

levels;

to provide a record of the linguistic and cultural skills you have acquired (to be consulted, for

example, when you are moving to a higher learning level or seeking employment at home or

abroad).

The ELP is linked to the Common European Framework of Reference for Languages and conforms to a

common set of Principles and Guidelines that have been approved by the Council of Europe’s Committee

of Ministers to Member States concerning Modern Languages (Recommendation N° R (98) 6).


[3]

LANGUAGE BIOGRAPHY


[4]

1. LANGUAGE BIOGRAPHY

1.1 PRESENTATION OF THE LEARNER

Since I was born, my mother tongue has been the Spanish, although I heard Valencian in my

grandparents’ house. During my 20 years, I have had the possibility of learning different languages in

different situations. Most of this learning process has taken place at school, university or language

classes; nevertheless, travelling, films or media have been a source in order to improve my linguistic

knowledge.

LANGUAGE DATE SITUATION

Spanish Since 1996 to nowadays Familiar environment

Spanish From primary education to nowadays School and university

Valencian Since 1996 to nowadays Familiar environment

Valencian From primary education to nowadays School and university

English From primary education to nowadays School and university

English From primary education to 2015 Private teacher

French During secondary education School

Valencian From secondary education to nowadays Films and books

English From bachelor to nowadays Films and books

English From secondary education to nowadays Media and internet

English From secondary education to nowadays Travelling abroad

In addition, I have sometimes used more than one language at the same time when any situation required

it because of, for example, mediating or translating.

LANGUAGES USED DATE SITUATION ● Spanish ● English

From secondary education to nowadays

When my parents need any translation from emails, texts or videos

● Spanish ● English

From bachelor to nowadays When giving private lessons of English to my students

Belen Alastrue

I was born in 1996 in Valencia, Spain.

In my environment I mostly use Spanish.

But Valencian and English are also present.


[5]

● Spanish ● Valencian

From bachelor to nowadays When giving private lessons of English to my students

● Spanish ● English

During my Erasmus (2016) When I was with Spanish and people from other countries in class or outside class

● Spanish ● Valencian

Since 1996 to nowadays In my grandparents’ house these languages are spoken at the same time depending on with who you are talking with

On the contrary, I have been also in the situation in which I have needed the translation from another

language to English, like during my Erasmus period in the Netherlands, or during some trips abroad in

countries like Poland or the Czech Republic. In these cases, knowing English was my way of solving the

problems I went through there.

1.1.1 MY PERSONAL OBJECTIVES

In a near future, I would like to keep improving my linguistic knowledge in the previous tongues in order

to become a more prepared teacher. Furthermore, I consider myself a person that does not have many

difficulties learning languages and, as a teacher, I would like to help my students to learn English as easily

as I did and transmit them my knowledge and my passion.

Therefore, I would like to be able to do the following with the languages that I am learning:

a) Regarding Valencian, I hope to be able to acquire some more knowledge and pass the C2 exam and

also to get some more fluency. In order to achieve it, I am self-revising what I learnt during my scholar

period and I am also trying to speak in Valencian in the situations in which I should (some university

subjects) and I did not do it before unless it was mandatory.

b) Regarding English, I just passed the C1 last summer and I have recently improved my level during one

quarter in my Erasmus period. At present, I think I know enough grammar and I would like to focus in a

more specific way on speaking and pronunciation. In order to achieve it, I am thinking of going abroad to

work during summer to an English-speaking country, and I have also thought sometimes about working

one year abroad after finishing the degree and come back here with more experience.

c) Regarding French, I have forgot almost everything that I learnt during secondary education, and I

would like to take it up, but being realistic I do not think I am going to have time and enthusiasm. I would

at least like to revise some grammar and take an A2 or B1 level exam, and I would consequently need to

self-revise reading and grammar.


[6]

1.2 GOAL SETTING AND LEARNING HOW TO LEARN

1.2.1 MY LANGUAGE LEARNING BIOGRAPHY

When I was born, I grown up in an environment in which mainly Spanish was spoken, and some days I

heard some Valencian too. Moreover, these were the tongues that were spoken in my neighbourhood,

so I had the situation under control until I entered the school. There, in addition to acquiring new

knowledge about Spanish and Valencian, I started to learn English.

At first, the lessons of these three languages were much more active and dynamic than they were in

higher grades, because I was taught with songs and games until it changed. The lessons turned into

theoretical and passive hours in which I did not learn much because of pleasure, but because of wanting

to pass the exams. Nevertheless, Spanish and Valencian were not difficult, and neither was English thanks

to the private lessons I took. From a more pedagogical perspective, I think that the teaching methods

(following the textbooks) and the pressure of an exam were not the ideal motivational factors for learning

a language.

During my secondary education I also started with the subject of French, in which, despite of have it

during four years, I was taught the same each year. It was the same situation that I went through with

the English and, consequently, I do not remember almost nothing nowadays.

When I started my degree to become a teacher at the university, I knew that I wanted to attend to some

of my lessons in English, because it was a way of maintaining my level after leaving the school. Therefore,

knowing enough English was determinant when I made my choice, and I had lessons in Spanish, Valencian

and English. At this same time I started to work as a volleyball coach (in Spanish), and as a private teacher

(in English, Valencian and Spanish).

Some years later I decided to do an Erasmus and I went for a semester to the Netherlands. As the

language that is spoken there is the Dutch, my lessons and my way of communicating there was in English.

This was one of the moments in which my linguistic competence regarding English raised up. At the same

time I had the possibility of travelling to many countries near this one, so I had to make me understand

through English everywhere.

At this point, Valencian was somehow made apart because the English became more important for me,

although I kept practising my Valencian with my mothers’ family and at university. In fact I have just took

up my Valencian studies by myself.

After all these experiences, I am getting used now to reading or watching films and series in English. As a

consequence, I have found new sources of knowledge as the media, internet, books or movies, which

have contributed to my improvement.

My experience as a student is going to be my point of departure for my future profession as a teacher. I

know that the best way to learn and to be taught is with things that motivate you, that are familiar to

you, and with active and collaborative methodologies. On the other hand, traditional methodologies that

consist of following the books and translating sentences are the stronger demotivators for students, and

specially children.


[7]

1.2.2 THE MOST EFFECTIVE LANGUAGE LEARNING ACTIVITIES FOR ME

Throughout the years that I have been studying, I have noticed in which situations learning is easier for

me. In fact, sometimes I have learnt more and better outside the school, and I would like to change this

conception as a teacher. In my case, the activities that engaged me and motivated me were the

followings:

1. Working on my own (self-study)

2. Playing games in class or in the internet on my own

3. Watching movies or series in the FL

4. Helping other students with less knowledge (learning by teaching)

5. Collaborative activities (games, drama plays…)

6. Reading books or articles about interesting topics

7. Singing songs

8. Writing a story or a text

9. Group debates

10. Individual or group expositions

1.2.3 MY GENERAL LANGUAGE LEARNING AIMS

a) Language: VALENCIAN

I am learning this language because it is one of the official languages in Valencia, the city where I live and,

therefore is one of the requirements to work as a teacher. In addition, my mother’s family speaks

Valencian and, although I talk in Spanish with them, I obviously need to understand what they are saying.

In this language I want to be able to feel comfortable if I have to give any subject or any lesson in this

language, and to acquire some more fluency because I think that I have enough theoretical knowledge. I

would like to pass the C2 exam so I need to improve it with some self-study and practise.

Between the things I am good in this language we can find mainly grammar and vocabulary, listening and

then in a lower level writing. Despite of being in contact with it during all my life, I would say that

nowadays I have lost some of the practise I had because of the English.

The main difficulty that I have I would say that is the speaking skill, but more specifically I think I

undervalue my capacity, and is just that I am not used to it because I see it as something familiar because

it is the environment in which I have grown up.

b) Language: ENGLISH

I am learning this language because, first of all, I have liked it since I was little. In addition, as I grew up I

knew I wanted to be a teacher, and then I realized I wanted to be an English teacher. In order to get a

good job, I need to have qualifications like a high level of English. Moreover, it is an important language

in the world that allows you to be and make you understood in in almost any country. Finally, it is

important to say that you can be hired in jobs, at present, in countries far from yours, and English is one

of the keys to succeed.


[8]

In this language I want to be able to improve my vocabulary and my oral expression in order to feel

relaxed when I am talking. As we have seen, anxiety is one factor that we should consider when learning

a foreign language, and I would like to overcome it. From my point of view, I have enough knowledge to

teach children but the more you know, the better you can teach.

Regarding the things I am good at, I would highlight oral comprehension, writing, reading and grammar

knowledge. I still have a lot of things to learn, but the basis is not bad at all.

Between the things that I find difficult, I would point out expressing myself in public (especially with

people older than me who knows more), and also the pronunciation which I would really like to improve

in order to be a model to follow for my students.

c) Regarding French, it is a language that I am not currently learning, although I did it some years ago. I

would restart learning it because is one of the most important languages nowadays, and after the English,

it has a lot of importance in education. I would like to have an A2 or B1 to be able to defend myself, but

I have lost a lot of practise. Maybe I would be able to understand somethings, but it would be totally

impossible for me to produce neither written nor orally any sentence.

1.2.4 MY NEXT LANGUAGE LEARNING AIMS

Thinking in the short-term, my language objectives are mainly focused on Valencian and English, which

are going to be the languages in which (apart from Spanish) I am going to teach. Consequently, my

intentions regarding these two tongues are clearer and more specified. Nevertheless, I would like to

retake my French studies although I am not so sure about it.

VALENCIAN

•Target: acquiring a C2 level and passing the examen from the JQCV.

•Time devoted: from February to June (5 months).

•Intentions: self-study with materials and examns from the JQCV.

•How do I know?: if I pass the exam I would know I have the C2 level.

ENGLISH

•Target: improving my fluency when speaking.

•Time devoted: one month approximately.

•Intentions: going to work abroad during summertime.

•How do I know?: depending on my own's and another learner's judgement.

FRENCH

•Target: taking up the learning up to an A2.

•Time devoted: from summertime to open-ended.

•Intentions: self-study with materials from the internet.

•How do I know?: if I pass an A2 exam I would know I have the A2 level.


[9]

1.2.5 LEARNING HOW TO LEARN

I am now going to focus on different aspects of the language learning process in order to identify my

strengths, see what things I can already do, and set new targets to develop in a near future.

CAN I… NEVER SOMETIMES ALWAYS NEW TARGET

ATTITUDE AND MOTIVATION

Analyse and discuss my motivation for

learning? √

Think positively about different tasks? √

Use effective strategies to concentrate? √

Adopt a positive attitude to tasks that I do

not enjoy? √

Make effective use of my timetable? √

GENERAL LEARNING ACTIVITIES

Identify my strengths and weaknesses in

the target language? √

Analyse the language and learning demands

of a particular assignment? √

Set short-term learning objectives? √

Identify suitable materials for learning? √

Plan a timescale for my learning aims? √

Assess my progress in relation to these

aims? √

Use reference materials effectively? √

Use effective strategies to learn and

memorize new information? √

FORMAL LEARNING ACTIVITIES

Identify key words and concepts? √

Take effective notes from texts? √

Categorize new vocabulary? √

Organize learning materials by topic? √

Make a schematic plan of a presentation? √

Analyse and edit a first written draft? √

Use corrections to advance my learning? √

Practise pronunciation and intonation with

good results? √

COLLABORATIVE ACTIVITIES

Learn from working with others? √

Contribute to a working group? √

Carry out my responsibilities in a group? √

Help to identify and assign particular roles

in a working group? √


[10]

1.3 INTERCULTURAL EXPERIENCE AND AWARENESS

1.3.1 LANGUAGE LEARNING AND INTERCULTURAL EXPERIENCES

LANGUAGE TIME I SPENT WHERE I LEARNT

VALENCIAN Since 1996 to nowadays

(Around 20 years) Family, school and university

INTERCULTURAL EXPERIENCES

Cataluña

To start with, Valencian is a tongue that is spoken just in my country, Spain, and therefore I cannot say that I have had an experience abroad with this language. Nevertheless, there are other cities of Spain in which a similar Valencian is spoken, and that is to what I am referring now. I have visited Cataluña many times because of holidays, and what makes the differences between traveling there or to another region of Spain is that I force myself to talk in Valencian to practise. There are some aspects that have called my attention when I have been there, which are:

a) People do no try to guess where are you from (as it happens with the English), despite the accent is not the same.

b) I did not have any misunderstanding although some verbs and some expressions are not the same.

c) I had some difficulties to understand people, mainly from the outskirts, because their accent is stronger.

d) I would say that there are small differences with the language, but that is the only one because as we are from the same country, our personalities are really similar.


ENGLISH Since primary education to

nowadays (around 15 years) School, private lessons and

university


England

I have been in England three times, the three of them because of holidays or to visit someone who was living there. Therefore, I might have been there between two and three weeks in total. The first time I went I was small and I did not realize about many things and I was not able to talk much, but the other visits gave me the opportunity of paying more attention to their culture and our differences.

a) I realized that sometimes the English that I learnt at school was not useful in the real life there.

b) Some people did not make any effort to be understood and I was not able to communicate and get what I wanted.

c) English people tend to be more polite, quieter and to speak in a more formal way.

d) Most of them presupposed that we needed English to go there and, if not, they were very surprised.

e) It was much more difficult to understand English people than the tapes we listened at school.

f) Having a B2 certificate did not mean that I knew a lot of English but I knew how to complete the exam.

g) I did not feel comfortable because I did not want to make any mistake when speaking with a native person.


[11]


ENGLISH Since primary education to

nowadays (around 15 years) School, private lessons and

university


Utrecht (the Netherlands)

One of my most important experiences in which I noticed I improved my English level was when I went to Utrecht during my Erasmus. I spent there around five months in which my way of communicating outside my home was English. I attended there to theoretical lessons of my degree (teaching training) in English, and I also did my internship in an International School were I taught children from all nationalities. As we know, the official language of the country is Dutch, what supposed an additional difficulty. During my length of stay, I became aware of many aspects:

a) Speaking with native from the country was easier than with English people because, as English was not the mother tongue of none of us, we were in the same situation.

b) I felt more comfortable because I knew more English and I had less difficulties.

c) I did not like speaking in class as it happens now, because I did not feel confident enough.

d) I preferred to talk in English outside my lessons.

e) After hearing Dutch English seemed much easier.

f) Having studied enough English was a huge advantage in order to live there, as it was impossible to speak Dutch.

g) People from the country were nice, open-minded and more similar to the Spanish people than the English.

h) Meeting a lot of people of different countries was a way of opening my mind and realising that although we have differences we also have a lot of things in common.

i) My subjects there were really focused in cultural differences and how to deal with a class with kids from all nationalities.

j) I became very aware of the differences between people of countries, why this happens, and how to cope with them.

Norway, Germany, Belgium, Czech Republic and Poland

These were also the different countries that I visited during my Erasmus period, that were not English-speaking countries, and from which I learnt and confirmed what I had observed in Utrecht. Nevertheless, there were some differences regarding the English that I would like to point out.

a) Norway, Germany and Belgium shared the fact that English was spoken almost everywhere and people was willing to help you.

b) In the Czech Republic and Poland people was more afraid or ashamed of talking in English, and they seemed less tolerant to accept that we did not speak their languages.

From these trips I learnt that there are countries that promote more learning a foreign language, while other prefer to preserve their own. As a consequence, there are countries in which living there without knowing the language is easier than in others.

In the case of French, I have not experiences any intercultural experience that has promoted my

learning, because everything have been taught to me at the school in the French subject.

The conclusion that I reached after assimilating all these intercultural experiences is that, the more you

travel, the more aware you become of the cultural differences. What we should change (starting from

the education) is the way we think. We have to learn to see our differences as new things to learn and

to share, and as a source of knowledge instead of getting us away.

In these situations, English was for me the key to be able to learn, and also to compare different

countries from the point of departure of the English.


[12]

1.3.2 CROSS-CULTURAL COMMUNICATION

Cross-cultural communication

• Establishing conversations with people from Valencia and Cataluña

Knowldge of society and culture

• Music: 'la gossa sorda'

• Series: 'Polseres Vermelles'

• Books: novels and teathres

Different situations

• School and university subjects

• Familiar environment

• Time spent with friends

Assignments and projects

• Tasks from school and university

VALENCIAN


• Establishing conversations with native speakers

• Talking with people from many different countries


• Music: popular and actual songs

• Lots of series and films

• Books: novels like Pride and Prejudice


• School and university subjects

• Internship in an International School

• Degree durig my Erasmus


• Tasks from school and university

• Assignments during my Erasmus

ENGLISH


• A trip to France in which I did not interact with any French


• Music: popular and actual songs


• School subject


• Tasks from school

FRENCH


[13]

1.3.3 MY MOBILITY STAY

DESTINATION DATE LANGUAGE REASON Utrecht, the Netherlands

September 16 – January 17

English University studies at Hogeschool Utrecht

The period of time that I spent in Utrecht was a great opportunity to develop my intercultural awareness.

At first, while I was preparing myself for the departure, it was very exciting and I set my expectations and

my prejudices. I knew it was going to be one of the best experiences of my life, but it was going to be

taught. And so it was.

When I arrives there, I started to feel worried because of the language of the country. Dutch was so

difficult that I really hoped to find people with which I could speak in English. Of course, all the

international students did, so it was comforting. The first thing I realised about Dutch people was that, as

they knew their language is very small and they are the only ones who spoke it, they were very used to

speaking in English and almost everyone knew it.

In addition, when I chose the program, I already knew it was going to be in English; but as I had been

attending to some subjects of the university of Valencia in English, that was not a big change. The problem

came when I saw the difference regarding the evaluation and the demanding that lessons were. I felt

very frustrated when, after working more than in Spain, my marks were lower and I could not believe it.

Therefore I realised that their culture was harder regarding education and work, and I had to adapt myself

to that situation.

At that point, I was already used to live in English and I had the language more or less under control, until

I arrived to my internship in an International School. There I needed to adjust my English to the one that

my students of five years-old spoke. Consequently, I learnt the vocabulary and the expressions they used

to put them in practise, and it was a really useful experience for mu future as teacher.

The Erasmus was a discovery for me, because I learnt not only in an educational way but also in a

professional one. I realized how people from different countries were and how to approach them

depending where they were from.

I was used to the way we are in Spain and to my reality here, but being there changed my schemes.

Furthermore, my trips to other European countries while I was there were another source of knowledge

with contributed to increase my intercultural experiences.

As a result, when I came back to Valencia, I started to see many aspects in a different way. I become

aware that I had assimilated some cultural aspects from the Netherlands, and what was ‘normal’ in Spain

seemed strange for me. I have now get used again to how things are here, but I have realized that I am

more open-minded and I am able to understand many things that I did not before.

Nevertheless, I know my extent of intercultural experiences will increase as I travel, and I will become a

more comprehensive person. In this way, I will be more prepared as a teacher to teach my future students

these values that I have learnt.


[14]

1.4 SELF-ASSESSMENT CHECKLIST

The self-assessment checklist allows me to identify in which level of the different skills I am at, in order to know the abilities that I already have, and the objectives

that I need to fix. In this case, I am going to evaluate myself in Valencian, English and French.

LANGUAGE: VALENCIAN LEVEL ABILITIES ACHIEVED OBJECTIVE

LISTENING

C1 I can follow extended speech even when it is not clear structured and when relationships are not explicit. √

C2 I have no difficulty in understanding any kind of spoken language, live or broadcast, even delivered at fast native speed. √

READING

C1 I can go beyond the concrete plot of a narrative and grasp implicit meanings, ideas and connections. √

C2 I can recognise plays on words and appreciate texts whose real meaning is not explicit (irony, satire…). √

C2 I can read texts such as literary columns where much is said in an indirect and ambiguous way with hidden judgements. √

SPOKEN INTERACTION

C1 I can use the language fluently, accurately and effectively on a wide range of general, professional or academic topics. √

C2 I can take part effortlessly in all conversations and discussions with native speakers. √

SPOKEN PRODUCTION

C1 I can give clear, detailed descriptions of complex subjects. √

C2 I can summarise orally information from different sources, reconstructing arguments and accounts in a coherent way. √

C2 I can present ideas in a very flexible manner in order to give emphasis, differentiate and eliminate ambiguity. √

STRATEGIES

B2 I can make note of ‘favourite mistakes’ and consciously monitor speech for them. √

C1 I can relate own contribution skilfully to those of other speakers. √

LANGUAGE QUALITY

C1 I can produce clear, well-structured speech showing control over ways of developing and linking ideas and expressions. √

C2 I can express myself naturally and effortlessly; I only need to pause occasionally to select the right words. √

WRITING

C1 I can put together information from different sources and relate it in a coherent way. √

C1 I can present points of view in a topic or event, underlining the main ideas and supporting my reasoning with examples. √

C2 I can write well-structured and easily readable reports and articles of complex topics. √

C2 I can write summaries of factual texts and literary works. √


[15]

LANGUAGE: FRENCH LEVEL ABILITIES ACHIEVED OBJECTIVE

LISTENING

A2 I can understand what is said clearly and slowly to me in simple everyday conversation if the speaker takes the trouble. √

A2 I can understand phrases, words and expressions related to areas of most immediate priority. √

A2 I can generally identify the topic of discussion around me when people speak slowly and clearly. √

READING

A1 I can understand a questionnaire well enough to give the most important information about myself. √

A2 I can understand simple written messages from colleagues, for example asking me to be at work early. √

A2 I can understand short narratives about everyday things dealing with familiar topics if they are simply written. √

SPOKEN INTERACTION

A1 I can ask and answer simple questions, initiate and respond to simple statements in very familiar topics. √

A2 I can use public transport: buses, trains, and taxis, ask for basic information and buy tickets. √

A2 I can make simple transactions in shops, post offices or banks. √

SPOKEN PRODUCTION

A1 I can give personal information. √

A2 I can give short, basic descriptions of events. √

A2 I can describe past activities and personal experiences. √

STRATEGIES

A1 I can say when I don’t understand. √

A1 I can very simple ask somebody to speak more slowly. √

A2 I can very simple ask somebody to repeat what they said. √

LANGUAGE QUALITY

A2 I can make myself understood using memorised phrases and single expressions. √

A2 I can use some simple structures correctly. √

WRITING

A1 I can fill in a questionnaire with my personal details. √

A2 I can fill in a questionnaire giving an account of my educational background, job, interests and skills. √

A2 I can write simple sentences, connecting them with words such as ‘but’, ‘and’, ‘because’. √


[16]

LANGUAGE: ENGLISH LEVEL ABILITIES ACHIEVED OBJECTIVE

LISTENING

C1 I can understand lectures, talks and reports in my field of professional interest even when they are complex. √

C2 I have no difficulty in understanding any kind of spoken language, live or broadcast, even delivered at fast native speed. √

READING

C1 I can read complex reports, analyses and commentaries where opinions and viewpoints are discussed. √

C2 I can recognise plays on words and appreciate texts whose real meaning is not explicit (irony, satire…). √

C2 I can understand texts written in a very colloquial style and containing many idiomatic expressions. √

SPOKEN INTERACTION

C1 I can keep up with animated conversation between native speakers. √

C2 I can take part effortlessly in all conversations and discussions with native speakers. √

SPOKEN PRODUCTION

C1 I can give an extended description of something, integrating themes, developing points, and concluding appropriately. √

C2 I can give a clearly developed presentation on a subject in my fields of interest, departing from the prepared text. √

C2 I can present ideas in a very flexible manner in order to give emphasis, differentiate and eliminate ambiguity. √

STRATEGIES

B2 I can generally correct slips and errors if I become aware of them or of they have led to misunderstandings. √

C1 I can relate own contributions skilfully to those of other speakers. √

LANGUAGE QUALITY

B2 I can produce stretches of language with a fairly even tempo; although I can be hesitant as I search for expressions. √

C1 I can express myself fluently almost effortlessly. Only a difficult subject can hinder a natural flow of language. √

C2 I can consistently maintain grammatical control of complex language even when my attention is otherwise engaged. √

WRITING

C1 I can put together information from different sources and relate it in a coherent way. √

C1 I can present points of view in a topic or event, underlining the main ideas and supporting my reasoning with examples. √

C2 I can write summaries of factual texts and literary works. √

C2 In an essay, I can give a complete account of a topic based in research, make a summary and give detailed information. √


[17]

LANGUAGE DOSSIER


[18]

2. LANGUAGE DOSSIER

The aim of this dossier is to show my progress during my learning period of the three different languages,

so, as a consequence, it is a process dossier. Henceforth, diverse material of each language is hereafter

listed, shown and briefly explained.

2.1 VALENCIAN

VALENCIAN

NUMBER DESCRIPTION DATE

1 Written sentences 2002 - 2003

2 Evaluation of a unit 2003 - 2004

3 Dictation 2004 - 2005

4 Invented advertisement 2006 - 2007

5 Grammar exercises 2007 - 2008

6 Written expression 2007 - 2008

7 Reading comprehension 2007 - 2008

8 Text book 4th of Secondary Education 2011 - 2012

9 Compilation of reading books 2008 - 2014

1 2


[19]

3

4

5

6

7

8


[20]

2.2 FRENCH

FRENCH


1 Text books used during Secondary Education 2008 - 2012

2 Exercises from the textbook 2008 - 2009

3 Notes of vocabulary and grammar 2009 - 2010

4 Activities of verbal tenses 2009 - 2010

5 Exercises from the textbook 2010 - 2011

6 Writing exercise 2011 - 2012

1

2 3


[21]

4 6

5


[22]

2.3 ENGLISH

ENGLISH


1 Vocabulary about the human body 2002 - 2003

2 Christmas and Easter cards 2004 - 2005

3 List of class words and sentences 2006 - 2007

4 Learning comparatives and superlatives 2007 - 2008

5 List of the irregular verbs 2008 – 2009

6 Filling the gaps of a song chosen by ourselves 2009 - 2010

7 Written expression 2010 - 2011

8 Text book 4th Secondary Education 2011 - 2012

9 Identity video of the subject of Culture 2016 - 2017

1 2


[23]

3 4

5 7


[24]

6

8

9 https://www.dropbox.com/pri/get/Public/BELEN%20ALASTRUE%20-

%20IDENTITY%20VIDEO.mp4?_subject_uid=100428108&w=AABUEBkgSxuryLZOaSo9yNFSkl

bRDblgNHXz-dWyMwc7zQ

https://www.dropbox.com/pri/get/Public/BELEN%20ALASTRUE%20-%20IDENTITY%20VIDEO.mp4?_subject_uid=100428108&w=AABUEBkgSxuryLZOaSo9yNFSklbRDblgNHXz-dWyMwc7zQ




[25]

LANGUAGE PASSPORT


[26]

3. LANGUAGE PASSPORT

The Council of Europe is a political intergovernmental organisation founded in 1949 with its permanent

headquarters in Strasbourg, France. Its mission is to guarantee democracy, human rights and justice in

Europe. Today it serves 800 million people in 47 states.

The Council of Europe aims to build a greater Europe based on shared values, including tolerance and

respect for cultural and linguistic diversity. It promotes the use of the European Language Portfolio as a

practical means of helping people of all ages and backgrounds to learn more languages and engage with

other cultures. The ELP is also a means of presenting language skills, at any level and however acquired,

in a clearly understandable way, using a common European system of six proficiency levels.

This Language Passport is part of the European Language Portfolio (ELP) issued by:

Belén Alastrué Giner

This document is a record of language skills, qualifications and experiences. It lists the languages that I

have learnt, and in which I have some competence in. Down below there is a brief yet comprehensive

overview of the languages that I know and also of my experience using them.


[27]

3.1 PROFILE OF LANGUAGE SKILLS

This section lists the languages with which I have grown up, both in my familiar environment and in my

educational institutions. In addition, I present my self-assessment for the different languages I have learnt

inside or outside formal education.

a) Languages I used/use within my family and neighbourhood:

LANGUAGE LISTENING / SPEAKING READING / WRITING

Spanish √ √

Valencian √

b) Languages I used/use in my educational institutions:

LANGUAGE LISTENING / SPEAKING READING / WRITING

Spanish √

Valencian √ √

English √ √

French √ √

c) Self-assessment for the learnt languages according to the CEFR:

VALENCIAN A1 A2 B1 B2 C1 C2

Listening √

Reading √

Spoken interaction √

Spoken production √

Strategies √

Language quality √

Writing √

ENGLISH A1 A2 B1 B2 C1 C2

Listening √

Reading √



Strategies √


Writing √


[28]

FRENCH A1 A2 B1 B2 C1 C2

Listening √

Reading √



Strategies √


Writing √

3.2 SUMMARY OF LANGUAGE LEARNING EXPERIENCES

This section lists the language courses that played a part in the development of my learning process.

a) Primary education

LANGUAGE DETAILS FROM TO

Valencian Between 3-4 hours per week during 6 years September 2002 June 2008

English Between 3-4 hours per week during 6 years September 2002 June 2008

b) Secondary education


Valencian Between 3-4 hours per week during 4 years September 2008 June 2012

English Between 3-4 hours per week during 4 years September 2008 June 2012

French 3 hours per week during 4 years September 2008 June 2012

c) Post-secondary education and training


Valencian Between 3-4 subjects per year during 3 years

Each subject 4 hours per week September 2014 June 2017

English Between 2-3 subjects per year during 3 years

Each subject 4 hours per week September 2014 June 2017

English Erasmus: 5 subjects during 5 months

Each subject 2 hours per week September 2016 January 2017

d) Other language courses


English 3 hours per week in the British Council

during 1 year September 2009 June 2010

English 1 hour per week of private lessons with a

native teacher during 6 years September 2010 June 2016

Valencian 1 hour per week during one year September 2012 June 2013


[29]

3.3 LINGUISTIC AND INTERCULTURAL EXPERIENCE

This section lists areas of experiences which have contributed to the development of the languages and

intercultural experiences because of different situations.

a) Using languages for study or training


English Erasmus: 5 subjects during 5 months

Each subject 2 hours per week September 2016 January 2017

English Internship in an International School: 7

hours per day during 2 months November 2016 December 2016

b) Using languages at work


Valencian Giving private lessons

1 hour per week during 5 months January 2016 May 2016

English Giving private lessons

1 hour per week during 1 year September 2015 May 2016

c) Using languages while living or travelling abroad


English 3 trips for holidays to London

Total duration of 3 weeks in total 2008 2013

English Trip to Germany for holidays during 1 week August 2015 August 2015

English Erasmus period in Utrecht (the

Netherlands) during 5 months September 2016 January 2017

English Trips to Norway, Belgium, Czech Republic

and Poland for 4 days each September 2016 January 2017

d) Mediating between languages

LANGUAGES DETAILS FROM TO

Spanish Valencian In my grandparents’ house these languages are simultaneously spoken

1996 Nowadays

Spanish English

When my parents need any

translation from emails, texts or

videos

2010 Nowadays

Spanish English When giving private lessons of

English to my students September 2015 May 2016

Spanish Valencian When giving private lessons of

English to my students January 2016 May 2016

Spanish English During my Erasmus period September 2016 January 2017


[30]

e) Other areas of use


English Reading books 2014 Nowadays

English Watching films and series 2016 Nowadays

3.4 CERTIFICATES AND DIPLOMAS

LANGUAGE LEVEL

TITLE / INSTITUTION YEAR A1 A2 B1 B2 C1 C2

Valencian √ Mitjà / Junta Qualificadora de Coneixements

de Valencià 2013

English √ First Certificate / University of Cambridge 2013

English √ Advanced / University of Cambridge 2016

my european language - wordpress.com...european language portfolio belen alastrue [2] about your...

Documents