my european language portfolio - …...c2 i can give clear, fluent, elaborate and often memorable...

MY EUROPEAN

LANGUAGE PORTFOLIO

Gemma Bou Molina

3r Magisteri 2016/2017

Universitat de València

1. LANGUAGE BIOGRAPHY

1.1 PRESENTATION OF THE LEARNER

Chronological overview of my language learning

LANGUAGE DATE SITUATION

Valencian Since 1996 to nowadays Familiar environment

Valencian From primary education to nowadays School and university

Spanish Since 1996 to nowadays Family

Spanish From primary education to nowadays School and university

English From primary to university School and Private Language schools

Spanish From childhood to nowadays Films and books

English From secondary education to nowadays Films and books

Spanish From secondary education to nowadays Media and Internet

English From secondary education to nowadays Media and internet

English 2013 Studying abroad: England

English 2015 Studying abroad: Canada

Gemma Bou

I was born in 1996 in Algemesí, Valencia, Spain.

In my environment I mostly use Valencian and Spanish.

But English has been present throughout my

whole life.

LANGUAGE BIOGRAPHY

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

Valencian From my childhood

I used Valencian with my parents and in school.

However, my grandparents only speak Spanish.

Spanish

English

From secondary education

to nowadays

Translating international student’s

conversations to my family and friends during

their stay in Spain. Translating simple

messages.

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

another language to English. For example, during my period in Canada the friends I normally

used to meet were Taiwanese and Korean who sometimes were speaking their own language

and translating me to English. Also, when my French familiars come to Spain they normally have

to translate me the conversation in to Spanish.

1.2. LEARN 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?

1.3. SELF-ASSESSMENT CHECKLIST

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.

C2 I can fully appreciate films, plays, TV and the radio, including humour.

READING

C1 I can scan relatively quickly through books and articles within my field of interest and assess their relevant to my needs

C2 I can make effective use of complex, technical or highly specialised texts to meet my academic or professional purposes

C2 I can understand and interpret critically classical as well as contemporary literary texts in different genres

SPOKEN INTERACTION

C2 I can converse comfortably, appropriately and without limitations in casual conversation and in formal discussions.

C2 I can employ irony and understatement in an appropriate manner.

SPOKEN PRODUCTION

C2 I can produce clear, smoothly-flowing well-structured speech with an effective logical structure

C2 I can give clear, fluent, elaborate and often memorable descriptions.

C2 I can argue a case on a complex issue, adapting the structure, content and emphasis in order to convince particular listeners of the validity of my argument

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 express myself fluently and accurately in writing on a wide range of personal, academic or professional topics, varying my vocabulary and style according to the context

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 detailed critical appraisals of cultural events or literary works

C2 I can write persuasive and well-structured complex formal letters in a style appropriate to their purpose

LANGUAGE: ENGLISH

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.

C2 I can fully appreciate films, plays, TV and the radio, including humour.

READING

C1 I can scan relatively quickly through books and articles within my field of interest and assess their relevant to my needs

C2 I can make effective use of complex, technical or highly specialised texts to meet my academic or professional purposes

C2 I can understand and interpret critically classical as well as contemporary literary texts in different genres

SPOKEN INTERACTION

C2 I can converse comfortably, appropriately and without limitations in casual conversation and in formal discussions.

C2 I can employ irony and understatement in an appropriate manner.

SPOKEN PRODUCTION

C2 I can produce clear, smoothly-flowing well-structured speech with an effective logical structure

C2 I can give clear, fluent, elaborate and often memorable descriptions.

C2 I can argue a case on a complex issue, adapting the structure, content and emphasis in order to convince particular listeners of the validity of my argument

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 express myself fluently and accurately in writing on a wide range of personal, academic or professional topics, varying my vocabulary and style according to the context

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 detailed critical appraisals of cultural events or literary works

C2 I can write persuasive and well-structured complex formal letters in a style appropriate to their purpose

© Unión Europea y Consejo de Europa, 2004-2013 | http://europass.cedefop.europa.eu 16/12/13 Página 1 / 3

1.4. THE MOST EFFECTIVE LANGUAGE LEARNING ACTIVITIES FOR ME

I have always enjoyed learning languages, especially Valencian and English. Regarding to the Foreign Language, I have

studied it in school and in several private language academies since I was six years old. In this way, the best and the

most important experiences in my learning process were the stays in Canada and England. It provided me with a huge

variety of real situations that allowed me to improve in grammar, vocabulary but especially in speech and

pronunciation.

1. Communication in real situations.

2. Working on my own (self-study).

3. Group work and debates.

4. Watching TV/films/series in English.

5. Reading books/articles.

6. Meeting with people with higher level in my FL in order to learn from them.

7. Collaborative activities (games, drama plays…).

8. Singing songs.

1.5. MY NEXT LANGUAGE LEARNING AIMS

Nowadays, I consider learning languages as one of the main objectives in my career. Valencian and English are the

ones I am more focus these days by studying and taking official exams. However, I also would love to start learning

another language, such as French. Likewise, during my Erasmus the next course I will start learning Dutch.

VALENCIAN

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

•Time devoted: from September to December (4 months).

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

•How do I know?: Getting the C2 certificate (JQCV).

ENGLISH

•Target: Passing the official exam of First Certificate English (Cambridge).

•Time devoted: University degree and private language school.

•Intentions: Studying abroad in a English-native speaker country.

•How do I know?: Thanks to the First Certificate (FCE)

http://europass.cedefop.europa.eu/


My language passport

Gemma Bou Molina

Mother tongue

Other languages

Valencian, Spanish

English

English

Self-assessment of language ability

Understanding Speaking Writing

Listening

Reading

Spoken interaction

Spoken production

Writing

B2

B2

B2

B2

B2

Certificates and diplomas

Title Institution Year Level*

B2 Universitat de València 2016 B2

Linguistic and intercultural experience

Details Duration

Studying abroad in Hastings, England with EF (Education First) 3 weeks

Studying abroad in Toronto, Canada with ILSC Language Schools 2 months

Travelling to English speaking countries. -

Practicum II in the school Vil·la Romana de Catarroja. Experimental Plurilingual Program. 2 months

Valencian



LANGUAGE PASSPORT



Listening

Reading

Spoken interaction

Spoken production

Writing

C1

C1

C1

C1

C1

Certificates and diplomas

Title Organism - Institution Year Level *

Diploma B2 Universitat de València 2017 B2

* Indicate the level of the Common European Framework of Reference for Languages (MCERL) if the title or certificate specifies it. * The Europa’s Language Passport is part of the European Language Portfolio developed by the Council of Europe (www.coe.int/portfolio).

(www.coe.int/portfolio).


http://www.coe.int/portfolio)


My language passport

Gemma Bou Molina

Spanish



Listening

Reading

Spoken interaction

Spoken production

Writing

C1

C1

C1

C1

C1

* Indicate the level of the Common European Framework of Reference for Languages (MCERL) if the title or certificate specifies it. * The Europa’s Language Passport is part of the European Language Portfolio developed by the Council of Europe (www.coe.int/portfolio).


During my learning process of Spanish, Valencian and English I have used different materials, like texts books or reading books. These can be a useful tool to show the learning process in essence. VALENCIAN During all my education I used several books. In primary, the books were from the Bromera Editorial but nowadays I don’t still have anyone. However, the reading books were very important in our education. Primary Education: Reading books from 2004-2008.

Secondary Education: From 2009 – 2014.

Reading book (1st Eso) Reading book 1st Bachelor Text book 1st Bachelor

LANGUAGE DOSSIER DDOdPASSPORT

ENGLISH It is worth to highlight that during the English learning process I had many English books because in addition to the school text books I also had others in the private academy. Primary Education:

Text book 2004 Secondary Education:

Reading books 2nd ESO (2010) Reading book 1st Bachelor (2013)

Text Books Studying abroad (2013)(2015) – Text Books Private academy (2013) (2017)

my european language portfolio - …...c2 i can give clear, fluent, elaborate and often memorable...

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