Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Training teachers to use the
European Language Portfolio
Project C6 of the ECML
2nd medium-term programme (ELP_TT)
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Language in the ELP
Language(s) of presentation and process;
plurilingualism
Radka Perclová
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Overview
• Language(s) of presentation - language(s)
used in the ELP
• Language(s) of process - language(s) used
when working with the ELP
• Plurilingualism - a key concept of the CEF and
the ELP
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Current objectives
• The objectives of CE language policy
“it is only through a better knowledge of European
modern languages that it will be possible to
facilitate communication and interaction among
Europeans”
(CEF 2001, p.2; Recommendation R(82) 18 of the
Committee of Ministers of the CE)
• The objectives of language teaching to use
the target language
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
The crux of the problem
• Learners’ lack of ability to use the target
language both receptively (e.g. to understand
the descriptors of communicative activities)
and productively (e.g. to reflect on their
achievements and future plans)
• The need to develop learners’ use of their
mother tongue
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of presentation
• The requirement to establish the European
character of the ELP and to make the ELP
accessible outside the territory for which it has
been designed
• ELPs should “adhere to terminological
conventions, standard headings and rubrics as
specified by the CE in at least one of the official
languages of the CE (English or French) in
addition to any other languages” (Principles and
Guidelines 2000)
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of presentation
• In order to encourage target language use,
some ELPs include goal-setting and selfassessment checklists in the various languages
of the official syllabus
• The Irish ELP for secondary learners contains
checklists in Irish, French, German, Spanish
and Italian
L e ib h é a l A 1 (T e a s ta s S ó is e a ra c h )
an
ch éad
s p r io c
e ile
agam
c é c h o m h m a ith is
is fé id ir lio m é s e o a
dhéanam h
(b re a c sío s d á taí)


T u ig im fo ca il a g u s frá sa í b u n ú sa ch a fú m fé in a g u s fa o in te a g h la ch m á la b h ra ío n n n a
ca in te o irí g o m a ll so ilé ir
T u ig im o rd u ith e a g u s tre o ra ch a s im p lí sa se o m ra ra n g a a g u s rá it is s h im p lí a d h é a n a n n
a n m ú in te o ir
T u ig im a in m n e a ch a g n á th ru d a í sa se o m ra ra n g a
T u ig im b e a n n a ch ta í b u n ú sa ch a a g u s frá sa í g n á th ch a in te ( m a r sh a m p la , le d o th o il, g o
ra ib h m a ith a g a t )
T u ig im ce iste a n n a s im p lí fú m fé in n u a ir a la b h ra ío n n n a ca in te o ir í g o m a ll s o ilé ir
T u ig im u im h re a ch a a g u s p ra g h sa n n a
T u ig im la e th a n ta n a se a ch ta in e a g u s m ío n n a n a b lia n a
T u ig im a m a n n a a g u s d á ta í
Irish post-primary ELP: checklists for A1 LISTENING in Irish

N iv e a u A 1 (Ju n io r C e rtific a te )
m on
p r o c h a in
o b je c tif
c o m m e n t j'é v a lu e m a
p e r fo r m a n c e
(ind iq u e z le s d a te s )



Je p e u x c o m p re n d re d e s m o ts e t d e s e x p re s s io n s é lé m e n ta ire s su r m o i - m ê m e e t m a
fa m ille s i o n p a r le le n te m e n t e t d is tin cte m e n t
Je p e u x su iv re le s in stru ct io n s d e cla sse , le s co n s ig n e s e t le s re m a rq u e s d u p ro fe sse u r,
si e lle s so n t s im p le s
Je p e u x c o m p re n d re le n o m d e s o b je cts o rd in a ire s q u i se tro u v e n t d a n s la c la s se
Je p e u x c o m p re n d re le s sa lu ta t io n s é lé m e n ta ire s e t le s fo r m u le s r o u tin iè re s (p a r e x .
s'il v o u s p la ît, m e rc i)
Je p e u x c o m p re n d re d e s q u e st io n s s im p le s su r m o i- m ê m e s i o n p a r le le n te m e n t e t
d ist in cte m e n t
Je p e u x c o m p re n d re le s n o m b re s e t le s p r ix
Je p e u x c o m p re n d re le s jo u rs d e la se m a in e e t le s m o is d e l'a n n é e
Je p e u x c o m p re n d re l'h e u re e t la d a te
Irish post-primary ELP: checklists for A1 LISTENING in French
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of presentation
• In order to encourage target language use,
some ELPs include goal-setting and selfassessment checklists in the various languages
of the official syllabus
• The Irish ELP for secondary learners contains
checklists in Irish, French, German, Spanish
and Italian
• The Czech ELP uses Czech, English, German
and French + provides free spaces for any
other language
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of process
• Reasons for the use of the target language:
– Swain’s (1985) Comprehensible Output
Hypothesis
– “to learn to speak we have to actually
speak!”
– “one must have, during language learning,
the opportunity … to find ways of expressing
individual meanings”
(Skehan 1998, pp.16, 18-19)
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of process
• Reasons for the use of the target language:
– Language is not viewed only as a linguistic
system, but also as a means of doing things
and a means of self-expression (Tudor 2001)
– Time of target language use increases
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of process
• Reasons for the use of the target language:
– Even 7-year old learners can assess their
work in each unit and colour in if it was OK,
good, very good or excellent
S. House and K. Scott, Story Magic 2, Activity Book, Oxford:
Macmillan, 2003
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of process
• Reasons for the use of the target language:
– Even 7-year old learners can assess their
work in each unit and colour in if it was OK,
good, very good or excellent
– 11-year olds can report in groups on a
specific unit (e.g. if it was interesting, if they
want to learn more about the topic, how
they can work better next time, what they
want to do in lessons)
A. Littlejohn and D. Hicks, Cambridge English for Schools,
Student’s Book One, Cambridge: CUP, 1996
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Languages of process
• Reasons for the use of the mother tongue:
– Reflection can achieve a significantly higher
level of sophistication
– Reflection is more natural
– Learners’ ability to reflect develops more
effectively
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Plurilingualism
• Use of the target languages supports the CE
concept of plurilingualism
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Plurilingualism
• Competences in different languages are not
separate
• Plurilingualism - “a communicative competence
to which all knowledge and experience of
language contributes and in which languages
interrelate and interact” (CEF 2001, p.4)
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Plurilingualism
• Plurilingualism presents a challenge to
language teachers but also a way to solve the
problem of language use
• Development of plurilingualism should be
taken on as a whole-school project
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
Questions for discussion
• How would you resolve the issue of the
language use in your particular
teaching/learning context?
• How would you help learners to develop their
reflective capacities in the target language(s)
they are learning?
Training teachers to use the European
Language Portfolio
Former les enseignants à l’utilisation du
Porfolio européen des langues
References
• Skehan, P., 1998: A Cognitive Approach to
Language Learning. Oxford: OUP.
• Tudor, I., 2001: The Dynamics of the Language
Classroom. Cambridge: CUP.
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