Welcome to LinguaFolio
The Ultimate Inbox
National Council of State Supervisors
for Languages
LinguaFolio
A language portfolio learners keep throughout
their educational and professional careers
 to document their language competencies
in all languages, including heritage
languages and English for speakers of
other languages
 to reflect on their intercultural
competencies
 to manage their own language learning
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
Use of the European Language
Portfolio is supported by the 29
organizations of the Association of
Language Testers in Europe (ALTE)
representing 24 languages.
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
European Language Portfolio
Belongs to the learner not the
school
 Has 3 sections

 Passport
 Biography
 Dossier
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
Common European Framework
of Reference
Common Scale of Reference
European Language Portfolio
EUROPEAN LANGUAGE PORTFOLIO
PORTFOLIO EUROPÉEN DES LANGUES
Common Scale of Reference
(CSR)
a description of what people
can do at 6 different levels of language
performance and competence
A-Basic
User
A1
A2
B-Independent
User
B1
B2
C-Proficient
User
C1
C2
ACTFL Proficiency Guidelines (Speaking)
Novice
Mid
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.
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
The ELP
 adds
value to language learning.
 promotes “plurilingualism.”
 encourages reflection on
achievement.
 contributes to mobility in Europe for
workers and students.
LinguaFolio
LinguaFolio
 facilitates
K-16 articulation.
 serves as a tool for students to
manage their language learning.
 recognizes and values heritage
languages.
 promotes language learning as a lifelong endeavor.
LinguaFolio
LinguaFolio informs
 language
learners and their parents.
 educators.
 businesses and employers.
Who is using LinguaFolio?
Language learners in
 elementary
programs
 middle school programs
 secondary programs
 university programs
 career settings
www.doe.virginia.gov/Instruction/
Language/LinguaFolio
Virginia Department of Education
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.
LinguaFolio Nebraska Study
Dr. Ali Moeller, University of Nebraska, is
conducting a five year longitudinal study
investigating the questions:


What do students know?
What can they do at the end of one
year, two years, three years, four years
and five years of language study?
LinguaFolio Nebraska Study

One-year pilot to develop, revise and
implement in secondary Spanish classes

Two years of data collected involving 47
school districts to determine:



the impact of goal setting on student achievement
the role of self-assessment
the implementation of LF as an assessment tool to
promote articulated K-16 language program

FLAP Grant expands research to introduce
LinguaFolio Jr into 15 elementary settings

Online digitized LinguaFolio developed and
implemented at the University of NebraskaLincoln allows participating schools to:


record student language development via selfassessment
document student products as well as reflections on
the part of the student that analyze how and why this
product provides evidence of meeting the goals set at
the onset of the year and each subsequent
chapter/unit during the year
Summer Immersion Institutes




30 Spanish teachers for 2 weeks
Participants read novel, online discussions
related to novel and build a community of
learners
Research-based strategies modeled in context
of novel with videos, World Wide Web, guest
speakers, interactive games, etc. integrated
Technology training using online assessments,
websites, WebQuests, podcasting, blogging,
etc. to integrate into own classes




Teachers themselves use goal setting and
experience first hand the impact of the LF
Research focuses on how LinguaFolio impacts
teacher beliefs and instructional practices
Possible consortium of postsecondary
institutions to implement LinguaFolio
Study led by Dr. Aleidine J. Moeller will follow K16 learners using LinguaFolio to examine
student learning
Professional Development
 Online
professional
development continues during
the academic year
 Onsite workshops offered
throughout the year
http://www.doe.virginia.gov/linguafolio
5-State Training Modules
Module 2
Autonomous &
reflective learning
through selfassessment
Module 4
Guidelines for
development of selfassessment criteria
Module 3
Development of
interculturality
Module 5
How to Implement
LinguaFolio
Resources

European Language Portfolio
http://culture2.coe.int/portfolio/

LinguaFolio 5-State Pilot
http://www.doe.virginia.gov/linguafolio/

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/
Susan Crooks
Georgia Department of Education
205 Jesse Hill, Jr. Drive
Atlanta, GA 30334
Phone: 404-463-0601
[email protected]
Helga Fasciano, Second Language Consultant
NC Department of Public Education
6366 Mail Service Center
Raleigh, NC 27699-6366
Phone: 919-807-3865
[email protected]
Jacqueline Bott Van Houten, World Language
and International Education Consultant
Kentucky Department of Education
500 Mero Street
Frankfort, KY 40601
Phone: 502-564-2106
[email protected]
Ruta Couet, World Languages
SC Department of Education
Office of Curriculum and Standards
1429 Senate Street, #B-17
Columbia, SC 23201-3799
Phone: 803-734-8383
[email protected]
Vickie Scow, World Languages
Nebraska Department of Education
301 Centennial Mall South
Lincoln, NE 68509
Phone: 402-471-4331
[email protected]
Helen Small, Foreign Language Specialist
Virginia Department of Education
P.O. Box 2120
Richmond, VA 23218-2120
Phone: 804-225-3666
[email protected]
For Young Learners
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