European Language Portfolio –
A way into developing responsibility and awareness in
language learning
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Nowadays importance to know different languages is
obvious. Which do you think are the most important
ones? Why?
Do you think that it’s possible to learn L1, L2 and L3
in the stages of Childhood Education and Primary
Education?
What are the reasons why adults fail to succeed (and
most of them do) in learning foreign languages?
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Personal document to register one’s
experiences of language learning.
◦ Communicative approach
◦ Reflection and self-assessment
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Developed by the Department of Linguistic
Policy of the Council of Europe (1998-2000)
Any version of the ELP must be validated by the
council of Europes validation committee and
follow these principles:
 The ELP is the property of the learners.
 All competence is valued regardless whether
it’s gained inside or outside formal education.
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It’s linked to the Common European
Framework of Reference for Languages.
It encourages lifelong language learning as
the learner takes responsibility for their own
learning, evaluation and assessment.
The ELP includes intercultural and personal
experiences.
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PEDAGOGICAL FUNCTIONS
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More transparent process for students
Assumption of responsibility
Student’s autonomy
Education through life
RECORDING FUNCTIONS
◦ Complete official certificates with additional
information
◦ International standards.
It means that the ELP enables
language learners to...
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To
write down the advances that each person does in the learning
of languages.
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orientate motivation, increase self-confidence and promote
the development of learning strategies.
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take record of the own language and culture learning
experiences.
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reflect what the holder can do in each of the languages he/she
knows.
To
recognize how and when one learns
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Multilingualism:
◦ Knowledge of languages.
◦ Co-existence of languages in society.
◦ Diversifying the languages on offer.
◦ Encouraging pupils to learn more
languages.
◦ Reducing the dominant position of
English.
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Plurilingualism:
◦ Communicative competence to which all
knowledge and experience of language
contributes and in which languages
interrelate and interact.
◦ The aim is to develop a linguistic repertory.
◦ The languages offered in educational
institutions should be diversified and
students given the opportunity to develop a
plurilingual competence.
◦ Motivation, skill and confidence in facing
new language experiences.
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The ELP is a tool for learning:
It´s the property of the learner.
Learners discuss and negotiate the aims,
content and processes of their work.
They develop a reflective approach to
language learning and strategies to learn
independently.
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The ELP is a tool for assessing and
recording:
Learners can show off their competence to
others.
Learners can record and see at a glance
their achievement and progress.
Progress can be recorded repeatedly over
time with the Languages Ladder.
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The ELP has three main sections:
 My Language Passport
 My Language Biography
 My Dossier
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1 Language Passport
 The Language Passport is a record of
students’ language skills, qualifications
and experiences (in one or more
languages, including their own). For the
passport, the learner records their profile
of language skills in relation to the
Common European Framework, a résumé
of language learning and intercultural
experiences, and a record of certificates
and diplomas.
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2 Language Biography
 The Language Biography facilitates
planning, reflection and selfassessment of progress in a number
of languages.
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3 Dossier
 The Dossier offers the learner the
opportunity to document evidence
and illustrate their achievements and
experiences recorded in the Passport.
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The Passport is a record of the child´s learning
experiences:
 Languages learnt or heard at home
 Languages learnt at school / college /
university
 Languages learnt out of school / college /
university
 Contacts and intercultural experiences
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THE LANGUAGE PASSPORT
A summary of the competences acquired
In terms of capacities
Record of formal qualifications
Linguistic competences and linguistic and
intercultural experiences
◦ Self-assessment, teacher’s assessment and official
examinations commissions assessment.
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Particularly useful for:
 Enabling learners to
describe their level of
proficiency
 Reflecting on partial
competence, and on
plurilingualism
 Thinking about goals, and
how long it will take to
achieve them…
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Basic User
http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf
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Independent User
http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf
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Proficient User
http://www.coe.int/t/dg4/linguistic/Source/ManualRevision-proofread-FINAL_en.pdf
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THE LANGUAGE BIOGRAPHY
◦ Enables the holder to:
 Get involved in the planning, reflection and
assessment of learning process.
 Encourage the recording of the things he/she can do
 Encourage the gathering of information about
linguistic and cultural experiences outside the formal
educative context
 Foster multilingualism
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It´s an ever changing part of the ELP:
 Learners should revisit and update it at
frequent intervals.
 They reflect upon and record whay they can
do and thus become aware of their own
progress.
 Learners can look ahead at new targets and
think about how they can learn.
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Progress can be recorded on several areas:
 Listening
 Speaking Production
 Speaking Interaction
 Reading
 Writing
 Intercultural undestanding
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Repeating the process of reflection about
targets and self evaluation gives them
responsibility about their own learning.
If the students reach the levels in the
portfolio, the teacher can set new targets and
add them to it.
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The dossier is a personal collection of the
learner´s work:
 Students file any special pieces of work,
pictures or recordings that show their
achievement.
 They must take responsibility for what is
included, removed or replaced.
 Its contents must be reviewed on a regular
basis.
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As the dossier grows, it can be divided into
different sections. For example:
 Songs and rhymes
 My e-pal
 My pictures and words
 Meeting people
 Stories heard
 Stories read
 Comics
 Interesting websites
 Slideshares created
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Pictures
e-mail messages
Selected written work
Photos
Postcards
Audio and video
recordings
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Letters
Games
Word lists
Posters
Diagrams
Reflections on
language learning
Blog & web page
entries
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Teachers must encourage reflection on dossier
work:
 Students can discuss what a good dossier
looks like.
 Students can disscuss what work would show
best what they have learnt and the level they
have achieved.
 Students must show the dossier to others
regularly.
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The ELP should be used from the beginning of
the child’s school life to encourage the
development of:
 Learning language strategies:
communicating, practising a new language,
memorising, applying prior knowledge,
listening and understanding
 Value and awareness of other cultures.
 Awareness of self progress.
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Language development (e.g. Grammar)
Functional language
IELTS preparation
Speaking production
Speaking Interaction
Writing Production
Others-????
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Particularly useful for:
 Reflecting on and sharing learning strategies
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Presentation of the learner [Section: Presentation of the learner]
My name is ………….
I was born on ……………
I use the following language(s) actively or passively
at home:
……………………………
……………………………
with friends: ……………………………
……………………………
I have learned or have started to learn the following other languages outside
school
(travel, visits, exchanges, meetings, etc):
………………………….
………………………….
………………………….
I learned or have been learning the following languages at school or in
language classes:
Languagefrom / since
to……………………………………………
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How I use my languages [Section: Presentation of the learner]
A. Outside language classes, I use/have used the languages which I am learning or already
know in the following situations:
in other classes:
DateLanguage(s)When? Where? With whom? What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
in my school, my training course or my workplace:
DateLanguage(s)When? Where? With whom? What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
round about me in my home area:
DateLanguage(s)When? Where? With whom?What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
during regular meetings with other people (sports, with friends, etc):
DateLanguage(s)When? Where? With whom?What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
during my leisure activities:
DateLanguage(s)When? Where? With whom?What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
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television or the media :
DateLanguage(s)For example,What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
when reading:
DateLanguage(s)For example,What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
Internet:
DateLanguage(s)For example,What I think of that and what I gain from
it…/…/20….…/…/20….…/…/20….
B. I sometimes use/have used several languages at the same time or “mediate”/have “mediated”
between people from different cultures speaking different languages, for example:
- to help a tourist or other person who cannot make themselves understood,
- to help a person speaking another language who does not understand something specific about
a group to which I belong, my region or my country,
- to tell someone else about a text or a message which I have read or heard in another language,
- etc.
DateSituationLanguages used How did I manage?What I found difficult. What helped
me.…/…/20….- …………….- …………….- …………….…/…/20….- …………….- …………….…………….…/…/20….- …………….- …………….- …………….…/…/20….- …………….- …………….…………….
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 How
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you register
Self-declaration: you declare that your model
conforms to the ELP Principles and Guidelines.
Confirmation procedure: a simple questionnaire.
Personal information required: the developer,
and the target group for which the model has
been developed
Commitment to make your model available for
others to see.
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The registration procedure
1. Consult the Introduction to the Registartion Form: this takes you through
the questions on the registration form and explains how they relate to
the ELP Principles and Guidelines
2. Request access to the registration form.
3. Once access has been granted, complete and submit the online
Registration Form
4. The Language Policy Division of the Council of Europe will check the
registration
5. If there are no problems, you will be sent the registration number for the
model and access to the logos
6. After you have added the registration number and the logos, you can
confirm the registration and submit the final version of the model.
7. Your model will then be added to the list of registered models and made
available for inspection on the website
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Why should you consider registering your ELP model?
Registration provides visibility for your work in developing
and implementing your model.
Registration enables you to use the logos of the Council of
Europe and the European Language Portfolio, thus giving
your model an internationally recognized dimension.
Registration can put you in touch with colleagues working
in similar contexts.
And...
The online registration procedure is quick and easy.
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Areas for change
Percentage in relation to the total number of comments (759)
 Presentation and consistency of the model 23.58%
 Self-assessment arrangements 17.65%
 Inclusion of the European dimension 17.65%
 Consequences of the principle of learner ownership 11.86%
 Education in the values of linguistic and cultural diversity
8.17%
 Promotion of plurilingualism 5.93%
 Intercultural dimension 5.80%
 Possibilities for repeated use of the ELP 5.14%
 Development of “learning to learn” skills 3.69%
 Communication strategies 0.53%
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to encourage you to reflect on the competences a
teacher strives to attain and on the underlying
knowledge which feeds this knowledge
to help prepare you for your future profession in a
variety of teaching contexts
to promote discussion between you and your peers
and between you and your teacher educators and
mentors
to facilitate self-assessment of your developing
competence
to provide an instrument which helps chart progress
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The EPOSTL contains the following sections:
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A personal statement section to help you to reflect on general
questions related to teaching.
All competence is valued regardless whether it’s gained inside
or outside formal education.
A self-assessment section, consisting of “can do” descriptors,
to facilitate reflection and self-assessment
A dossier, in which you can make the outcome of your selfassessment transparent, to provide evidence of progress and to
record examples of work relevant to teaching
A glossary of the most important terms relating to language
learning and teaching used in EPOSTL
An index of terms used in the descriptors
A user’s guide which gives detailed information about the
EPOSTL
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Visualise to chart your own competences:
 Descriptors accompanied by bars
 Bars can be coloured in
 The bar may be changing over time, e.g.
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YES, I CAN
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Context / Aims and needs
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I can take into account the AFFECTIVE NEEDS OF LEARNERS (sense of achievement, enjoyment, etc.)
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Context / The role of the language teacher
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I can appreciate and make use of the value added to the classroom environment by learners with diverse cultural background
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Methodology / Speaking (Spoken Interaction)
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I can evaluate and select meaningful speaking and interactional activities to encourage learners of different abilities to participate
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Methodology / Writing (Written interaction)
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I can use peer assessment and feedback to assess the writing process
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Methodology / Listening
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I can evaluate and select a variety of post-listening tasks to provide a bridge between listening and other skills
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Lesson planning / Identification of learning objectives
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I can involve learners in lesson planning
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Conducting a lesson / using lesson plans
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I can adjust my time schedule when unforeseen situations occur
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Interaction with learners
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I can be responsive and react supportively to learner initiative
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Homework
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I can set home work in cooperation with learners
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You are encouraged to include:
 Evidence from lessons you have given
 Evidence in the form of lesson observations and
evaluations
 Detailed reports, comments, checklists compiled by
different peopel involved in your teacher education
 Evidence from your action points (of what you have
done as ateacher) and learners’ tasks and related
performances
 Evidence in the form of case studies and action
research
 Evidence from reflection
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In language learning it’s
attitude, not aptitude that
determines success…
~ Steve Kaufman
Creator of LingQ.com &
author of The Way of
The Linguist
Languages are not difficult,
they are just different!
~ Benny the Irish Polyglot,
author of Speak from Day
1 course
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Contrary to popular belief, adults are actually
better, or at least faster, language learners than
children. We grown ups have three main
advantages over ankle biters:
 Adults have the power of choice
 Adults have learned how to learn
 Adults have big vocabularies to draw upon
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The freedom to choose what you learn, why you
learn, and how you learn significantly increases
motivation, enjoyment, and retention. Most people
develop a hatred for foreign languages in school
because they have no control over any of these
choices. If language courses were optional, both
enjoyment and proficiency would significantly rise.
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You have already learned how to drive, operate
the printer at work, program the clock on your
DVD player, and fix that toilet that keeps running
for some reason. You learned all of these things
more quickly than any child could because you
have already learned so many other things. Every
task you learn helps you learn other tasks. And
every language you delve into makes the next one
that much easier to learn.
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Infants must first develop basic cognitive functions before
they can begin acquiring the language around them (what
Steven Pinker calls “mentalese”). Assuming you don’t have
brain damage, adults already have fully developed mentalese
and a massive vocabulary to draw from. You already know
the meaning of “photosynthesis”; you need simply learn its
equivalent in a foreign language.
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The last and latest – news releases (BBC, CNN,
ABC news, PBS news, Russia Today, France 24
etc.)
Different buttons to push –
Ladies or gentlemen?
Fashion-conscious girls or speculating boys?
Culture vultures or career oriented?
Rising stars or mature working dogs?
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Cannes and the Crisis
Before you watch
Have you seen the film “Wall Street”? If yes, what is it about? If not, what do you think it
could be about, judging by the date of its production, which is 1987?
Vocabulary
to be on hand
swell to twice
climb-up
to busk
to encounter
murky depths
suspense
an unscrupulous profit-hunter
without conscious
After you watch
How was Cannes busking for the ceremony?
Why does Michael Douglas think, Gordon Gekko is so popular?
Why is the sequel just in time?
What is Oliver Stones confused about? What is his conviction about the current regime?
What does, as the director of the German film says, the key point of the film he has
produced? Is it about the crisis?
What does the City Below show?
What is the trendy theme at the Cannes of 2010?
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SACKED AND THE CITY
Watch the news releases and compare
them. How different are they?
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Before you watch
AP
Lose confidence in
To be notified
Resignation letter
A lack of backing
Crumbling Russian capital
To be blanketed in
To bulldoze
Another red flag
Tenure
RT
To sue
Supreme court
To be up to
To be under rights
To face an investigation
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After you watch
What did Luzhkov write in his
resignation letter?
What are the two ways of leaving the
mayor’s post in Russia?
What, as Frenchmen think, may
Luzhkov’s dismissal lead to?
How did the controversy begin?
Are the views of the President and his
Deputy different?
What is the Arabian version of the
mayor’s sack?
What is the French version of the battle
between the President and mayor? Gibe
two reasons.
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Develop your ELP to make the first step toward
life-long learning!
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Thank you for your attention
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