Virginia North Carolina South Carolina Georgia Kentucky
Welcome to
LinguaFolio
Transatlantic Dialogue
Sponsored by the Goethe-Institut
Members of
• Council of Europe
• Ministries of Education
• National Council of State
Supervisors for Languages
(NCSSFL)
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
Alliance Française
Goethe-Institut
Instituto Cervantes
Russian Language Testing Consortium
Universidade de Lisboa
Università per Stranieri di Perugia
University of Cambridge
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
European Language
Portfolio
• Over 75 approved
versions are used
in over 20
countries
• Each version must
be approved by the
Council of Europe
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
Common Frame of Reference
Common Scale of Reference
European Language Portfolio
ACTFL
Performance
Guidelines
160 statements for
language educators
to determine
proficiency…
Common Scale
of Reference
Approximately 400
statements,
subdivided into 40
categories, which
describe what typical
language users can
do…
ACTFL Proficiency Guidelines (Speaking)
Comparison
Speakers at the Novice-Mid level communicate minimally and with difficulty by using a
number of isolated words and memorized phrases limited by the particular context in
which the language has been learned. When responding to direct questions, they may utter
only two or three words at a time or an occasional stock answer. They pause frequently as
they search for simple vocabulary or attempt to recycle their own and their interlocutor’s
words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond
appropriately, Novice-Mid speakers may be understood with great difficulty even by
sympathetic interlocutors accustomed to dealing with non-natives. When called on to
handle topics by performing functions associated with the Intermediate level, they
frequently resort to repetition, words from their native language, or silence.
ACTFL proficiency guidelines and the
Common European Framework
Novice
Mid
European CSR Can do Descriptors (Speaking) A1
Spoken
Interaction
I can interact in a simple way provided the other person is prepared to repeat or rephrase
things at a slower rate of speech and help me formulate what I’m trying to say. I can ask
and answer simple questions in areas of immediate need or on very familiar topics.
Spoken
Production
I can use simple phrases and sentences to describe where I live and people I know.
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
The ELP seeks to:
•
•
•
•
Add value to language learning
Promote plurilingualism
Encourage reflection on
achievement
Contribute to mobility in Europe
for workers and students
LinguaFolio further seeks to:
•
•
•
•
Facilitate K-16 articulation
Serve as a tool for students to
manage their language learning
Recognize and value heritage
languages
Promote language learning as a
life-long endeavor
LinguaFolio helps:
•
Language learners and their parents
•
Educators
•
Businesses and employers
P ilot
LinguaFolio
Indiana!
Student Name:
Indiana Department of Education
World Languages
LinguaFolio USA! - A national “Year of Languages” world language initiative endorsed by
the National Council of State Supervisors of Foreign Languages (NCSSFL).
LinguaFolio Indiana! - A state pilot program supported by the Indiana Department of
Education, Office of Program Development: World Languages.
www.doe.virginia.gov/Instruction/
Language/LinguaFolio
Virginia Department of Education
http://www.doe.virginia.gov/linguafolio
What is LinguaFolio?
• A Web site of resources for
creating an individual portfolio
What is LinguaFolio?
• A pilot program for elementary,
secondary, university, and adult
learners
http://www.doe.virginia.gov/linguafolio/participate.html
Five training modules:
Module 54321
Welcome
How
Accessing
Send
Just
do
do
a New
it!
I to
learn?
the
LinguaFolio
Message:
Global
Let me
Chat
“Can-do”
Google
– the
Room
ultimate
the
inboximportance
ways…
The
Guidelines
Implementation
for development
of
in interculturality
the classroom
of selfHistory andcriteria
Developing
assessment
autonomous
developmentand
of reflective
LinguaFolio
learners
through self-assessment
Implementation
For LinguaFolio to be effective, it is
important that students record
information in all three sections of
LinguaFolio:

Language Biography

Language Dossier

Language Passport
Timeline
Pace your implementation to best fit
your:
 schedule



school
class or level
goals


teacher
student
Model, Model, Model
Complete your own LinguaFolio or a
sample for students to see.
Sample activity from training module 5:
Complete p. 55 or 86 of Teacher’s Guide
Discuss with partner how you decided
what to enter and also how you would
introduce this activity in your class
Housing LinguaFolio
Paper
Electronic
Notebook
Floppy Disk
Individual Folders Jump Drive
In the room
CD
Student keeps
Hard Drive
School Server
Classroom
School Lab
Implementation Tips
Introduction to Learners:
Game Score Analogy (p. 6 )
LinguaFolio Nebraska
Implementation Tips
Language Biography
 Share your model
 Allow learners to complete,
answering any questions that
arise
 Group learners to work on
biography section together
Implementation Tips
Language Passport
 Checklists
Self, Peer, Teacher
 LinguaFolio
Jr.
Grades 3-8
Reflects outcome based program goals
 LinguaFolio
Grades 9-16
Reflects personal goal and career plans
Implementation Tips
Language Dossier
 Folder
of Evidences
 Collection
of evidence ongoing
Implementation Tips
Language Dossier can include:
Dialogs
 Projects
 Research
 Compositions
 Copies of awards
 PowerPoint presentations
 CDs/DVDs/Videotapes
 Photos

Classroom Time
Management Scenarios

Self directed, once a week time
periods for learners to update and
record their progress

Periodic time fillers, when there is
an extra 10 minutes, learners could
update and record their progress
Adapted from LinguaFolio Indiana
Classroom Time
Management Scenarios
 Frequent
out of class assignments
for which learners could be assigned
to update and record their progress
 Periodic group work where learners
can peer assess
Adapted from LinguaFolio Indiana
Timeline
Checklist:
 Decide
where to house LinguaFolio
 Dates for learner, parent, community
presentation of LinguaFolio
 Dates for pilot data submissions
 Reflect integration throughout year or
semester
Checklist:
 List
Timeline
of chosen Biography pieces and
due dates
 Dates for checklist work including
self-assessment, peer assessment
and teacher assessment
 Dates for dossier collection,
reflection, evaluation
 Passport completion
Resources
LinguaFolio Nebraska
http://www.nde.state.ne.us/FORLG/PreK16.htm
Indiana World Languages site with LinguaFolio links:
http://www.doe.state.in.us/opd/wrldlangs/
European Language Portfolio
http://culture2.coe.int/portfolio/
LinguaFolio
http://www.doe.virginia.gov/LinguaFolio
Contacts
Virginia
Helen Small
Foreign Language Specialist
Virginia Department of Education
North Carolina
Georgia
Susan Crooks
Program Specialist, Foreign Language
and International Education
Georgia Department of Education
OR
Helga Fasciano
Second Language Consultant
NC Department of Public Education
Gregory Barfield,
World Languages Coordinator
Fulton County School System
South Carolina
Kentucky
Ruta Couet
World Languages
SC Department of Education
Jacqueline Bott Van Houten
World Language and
International Education Consultant
Kentucky Department of Education
Just go for it!
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