portfolio lemoiz english version april 23rd

THE EUROPEAN LANGUAGE THE EUROPEAN LANGUAGE PORTFOLIO FOR INFANT AND PORTFOLIO FOR INFANT AND 1ST CYCLE OF PRIMARY1ST CYCLE OF PRIMARY

LEMOIZKO ESKOLALEMOIZKO [email protected]@hezkuntza.net

LEMOIZKO HERRI ESKOLA 2007- 2008 SCHOOLYEARLEMOIZKO HERRI ESKOLA 2007- 2008 SCHOOLYEAR 22

THE EUROPEAN LANGUAGE FRAMEWORKTHE EUROPEAN LANGUAGE FRAMEWORK

Published in 1996 as part of a Project called Published in 1996 as part of a Project called ‘‘Language Learning for European Citizenship’Language Learning for European Citizenship’

Two main aims: Two main aims: Improve mutual communication among Europeans.Improve mutual communication among Europeans. Improve multicultural understanding.Improve multicultural understanding.

Basis to Language Learning and Teaching.Basis to Language Learning and Teaching. Settles different Settles different reference levelsreference levels Focused on the skills Focused on the skills the learners should need in the learners should need in

order to use a language effectively as a tool for order to use a language effectively as a tool for communication within the context they are.communication within the context they are.

Recognition of qualification and certification Recognition of qualification and certification systems.systems.


LANGUAGE PORTFOLIOS IN THE EULANGUAGE PORTFOLIOS IN THE EU Way of developing the European Common Way of developing the European Common

Framework : Framework : Developed by each country. Developed by each country. Must be validated by the European Commission. Must be validated by the European Commission. As a basis, The ALTE (Association of Language As a basis, The ALTE (Association of Language

Testers in Europe) "Testers in Europe) "Can DoCan Do" project developed a " project developed a simplified set of 400+ descriptors for language simplified set of 400+ descriptors for language examinations which relate to the Common examinations which relate to the Common Reference Levels. Reference Levels.

It’s aimed for all the Citizens in Europe from It’s aimed for all the Citizens in Europe from childhood to adult. childhood to adult.

Different portfolios Different portfolios for different agesfor different ages


Property of the pupilProperty of the pupil Three parts:Three parts:

Biography – Biography – Relates to your previous language experiences.Relates to your previous language experiences. Fosters multiculturalism.Fosters multiculturalism.

PassportPassport Relates to the levels you have qualified for.Relates to the levels you have qualified for.

DossierDossier Record of you best work piecesRecord of you best work pieces


MAIN AIMS FOR ELPMAIN AIMS FOR ELP

Two main aims: Two main aims: a)a) to motivate learners to motivate learners b)b) to document its holder's multilingual language to document its holder's multilingual language

proficiency and experiences in other languages in a proficiency and experiences in other languages in a comprehensive, informative, transparent and reliable comprehensive, informative, transparent and reliable way and internationally comparable manner. way and internationally comparable manner.


MAIN FUNCTIONS FOR ELPMAIN FUNCTIONS FOR ELPA) THE PEDAGOGIC FUNCTIONA) THE PEDAGOGIC FUNCTION

Enhance the motivation Enhance the motivation Improve their ability to communicative in different Improve their ability to communicative in different

languageslanguages-- to learn additional languagesto learn additional languages-- to seek new intercultural experiencesto seek new intercultural experiences

Incite and help learners toIncite and help learners to reflect their objectives, ways of learning and success reflect their objectives, ways of learning and success

in language learning by:in language learning by: planning their learningplanning their learning learning autonomouslylearning autonomously

Encourage learners to enhance their multilingual and Encourage learners to enhance their multilingual and intercultural experience.intercultural experience.


PORTFOLIO MODELS IN USEPORTFOLIO MODELS IN USE

COVER - BIOGRAPHY COVER - BIOGRAPHY

1.- MODEL FOR VERY YOUNG LEARNERS (3-7)

HEZKUNTZA SAILA


BIOGRAPHY

HEZKUNTZA SAILA


PASSPORTPASSPORT

HEZKUNTZA SAILA


PRIMARY EDUCATIONPRIMARY EDUCATION

ELP ELP PASSPORTPASSPORT ELPELP BIOGRAPHYBIOGRAPHY ELP ELP DOSSIERDOSSIER

SECONDARY EDUCATION

ELP PASSPORTELP BIOGRAPHY AND DOSSIER


WHY WE WORK WITH ITWHY WE WORK WITH IT Very young school that have had to start from Very young school that have had to start from

scratch.scratch. We change 50 % of our staff every year.We change 50 % of our staff every year. We thought it was a good way to foster discussion We thought it was a good way to foster discussion

and decision –making on languages.and decision –making on languages. We still have to develop our own curriculum, so we We still have to develop our own curriculum, so we

need hooks that support teacher’s training on a wide need hooks that support teacher’s training on a wide number of matters.number of matters.

Two years ago, it was clear enough that we had to Two years ago, it was clear enough that we had to change our point of view about competences towards change our point of view about competences towards a ‘can do’ approach.a ‘can do’ approach.

It helps to show a coherent approach to newcomers, It helps to show a coherent approach to newcomers, both teachers and kids.both teachers and kids.


WHAT WE DO AT LEMOIZWHAT WE DO AT LEMOIZ Portfolio helps us to work with the kids on two different Portfolio helps us to work with the kids on two different

aspects:aspects:

INTERCULTURALITY: Goals:INTERCULTURALITY: Goals: Each child to be able to understand and appreciate Each child to be able to understand and appreciate

her own and others’ cultural backgrounds.her own and others’ cultural backgrounds.

SELF- ASSESSMENT: GoalsSELF- ASSESSMENT: Goals Help each child to be aware about own linguistic Help each child to be aware about own linguistic

abilities and difficulties.abilities and difficulties. Learning autonomy: Help each child to get (and to Learning autonomy: Help each child to get (and to

know it) the procedures they need to carry out a task know it) the procedures they need to carry out a task successfully.successfully.


ACTIVITIESACTIVITIES WARMING UPWARMING UP

FAMILIES.FAMILIES. General Assembly to pGeneral Assembly to present and explain the projectresent and explain the project.. File as a reminder about our expectations and the kind File as a reminder about our expectations and the kind

of support they can give.of support they can give.CHILDRENCHILDREN ‘‘NorkNork ekartzenekartzen dituditu jostailuakjostailuak?’?’

PROCESSPROCESSFAMILIESFAMILIES GureGure ingurukoinguruko koloretakokoloretako ipuinakipuinak Help with the portfolio (e.g. stickers)Help with the portfolio (e.g. stickers) Support and help for ‘Support and help for ‘Gure Munduko TxokoaGure Munduko Txokoa ‘ activity. ‘ activity.


ACTIVITIESACTIVITIESCHILDRENCHILDREN ‘‘Gure munduko Txokoa’ Gure munduko Txokoa’ to foster language awareness and to foster language awareness and

multiculturalism.multiculturalism. ‘‘IkusiIkusi- - MakusiMakusi’ ’ to focus on different learning activities to focus on different learning activities

and/ or everyday/ classroom routines, and promote and/ or everyday/ classroom routines, and promote reflection and discussion about learning process. reflection and discussion about learning process.

‘‘Nire lan hoberenak’Nire lan hoberenak’ to think and explain to others about to think and explain to others about what I have achieved and the difficulties in the process.what I have achieved and the difficulties in the process.

TEACHERSTEACHERS ‘‘Working with descriptorsWorking with descriptors’ ’ multi layered activity which multi layered activity which

takes different directionstakes different directions Correlate the descriptors with the same ones from all Correlate the descriptors with the same ones from all

levels.levels. Make individual or group Make individual or group observation tables observation tables related to related to

one descriptor/ situation.one descriptor/ situation. Link the descriptors with assessment criteria in the Link the descriptors with assessment criteria in the

New Curriculum.New Curriculum.


WHY IS IT A REALLY POWERFUL TOOL?WHY IS IT A REALLY POWERFUL TOOL?

FOR LEARNERS:FOR LEARNERS:

Motivation about family languages and family history Motivation about family languages and family history Motivation about caring about others’ cultural Motivation about caring about others’ cultural

backgrounds.backgrounds. Good tool to start thinking about owns learning Good tool to start thinking about owns learning

process.process. Student autonomy.Student autonomy. Motivation about language learning.Motivation about language learning. Makes sense (at last?) about what they learn in Makes sense (at last?) about what they learn in

different languages. HTBdifferent languages. HTB


WHY IS IT A REALLY POWERFUL TOOL? WHY IS IT A REALLY POWERFUL TOOL?

FOR TEACHERS:FOR TEACHERS:

Framework to all the work you carry out within your Framework to all the work you carry out within your classroom.classroom.

Promotes real common reflection and change among Promotes real common reflection and change among the staff.the staff.

Chance to put the New Curriculum into practice and to Chance to put the New Curriculum into practice and to start thinking together about a ‘can do’ approach.start thinking together about a ‘can do’ approach.

Chance to think about language teaching from an Chance to think about language teaching from an integrated approach.integrated approach.

Chance to revisit all the activities in the curriculum (Chance to revisit all the activities in the curriculum (and not only the linguistic onesand not only the linguistic ones) carried out in any ) carried out in any classroom under a different point of view. classroom under a different point of view.


It needs common agreement among whole staff. It needs common agreement among whole staff. Should be implemented along all Compulsory Should be implemented along all Compulsory

Education.Education. May be a bit time consuming at infant educationMay be a bit time consuming at infant education

SNAGS

portfolio lemoiz english version april 23rd

Education

dossier lemoizko herri

learning learning

htb lemoizko herri

learning process

learning autonomy

ways of learning

language portfolios

european language framework