The European Language Portfolio (ELP): a European proposal

Transcription

1 The European Language Portfolio (ELP): a European proposal What is it and how do we use it?

2 1. The CEFR,the Portfolio/Dossier and the ELP 2. The CEFR 3. The ELP What is it? What is it composed of? What is it for? How do we use it? What is it like? Examples Other benefits and projects

3 The CEFR: a common framework for language teaching, learning and assessing in Europe. The Portfolio/Dossier: a collection of valuable student work. The ELP: a practical application of the CEFR. Subdirección general de cooperación internacionalthe CEFR, the Portfolio and the ELP

4 The CEFR Subdirección general de cooperación internacional The Common European Framework of reference for language learning and teaching, developed by the Council of Europe (Modern Languages Division, Strasbourg) to promote language diversity, language for mobility and a common system of reference for languages throughout Europe. It provides a common framework for language learning, teaching, curriculum design, planning, assessment, certification or resources production throughout Europe.

5 The CEFR promotes 6 key principles 1. Plurilingualism and the recognition of partial competence. 2. Communicative language learning, teaching and assessment. 3. Language awareness and learner autonomy. 4. Life long language learning in school and outside school. 5. Interculturalism and dialogue between cultures. 6. European citizenship and mobility within Europe.

6 The CEFR defines communicative proficiency at six levels, arranged in three bands in relation to five skills: listening, reading, writing, spoken production & spoken interaction in the form of can do statements

7 The CEFR 6 broad levels of language proficiency C2 C1 B2 B1 A2 A1

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9 The CEFR also introduces a self assessment grid: The 6 proficiency levels and 5 language skills combined into a grid designed to help identify one s linguistic profile. It is designed primarily as a framework of reference to assist selfassessment but can equally serve as a point of reference for language teachers, testers or course planners.

10 Self-assessment grid Subdirección general de cooperación internacional I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

11 What is the European Language Portfolio? It is a European proposal to the states. The practical application of the CEFR. It is a document where those who are learning or have learned a language can record their language learning and cultural experiences. It is diverse and versatile. It has pedagogic and reporting functions and it has three components

12 What is the ELP composed of? 1. Language Passport: Summary of linguistic identity, of language and cultural experiences, including self assessment. 2. Language Biography: Tracks the language learning process from goal setting to review and recording of progress. 3. Dossier: Collection of sample evidence of language learning saved in a folder or binder.

13 The Language Passport The Passport section provides an overview of the individual's proficiency in different languages at a given point in time which is defined in terms of skills and the common reference levels in the CEFR.

14 Language Passport Subdirección general de cooperación internacional records formal qualifications and describes language competencies and significant language and intercultural learning experiences. includes information on partial and specific competences.

15 Language Passport Subdirección general de cooperación internacional allows for self-assessment, teacher assessment and assessment by educational institutions and examination boards. requires that information entered in the Passport states on what basis, when and by whom the assessment was carried out.

16 What do I do with the Passport? know what my languages are. Record my linguistic and cultural experiences. Certifications in the Dossier

17 Comparisons of official language certifications English Spanish French A1 A2 B1 B2 C1 C2 DELE A1 Diplome d etudes en langue francaise DELF A1 Key English Test (KET) DELE A2 Preliminary English test (PET) DELE B1 (Inicial) First Certificate in English (FCE) DELE B2 (Intermedio) DELF A2 DELF B1 DELF B2 Certificate in Advanced English (CAE) DELE C1 Diplome approfondi de langue francaise DALF C1 Certificate in Proficiency in English (CPE) DELE C2 (Superior) DALF C2

18 The Language Biography The Language Biography facilitates the learner's involvement in planning, reflecting upon and assessing his or her learning process and progress. It encourages the learner to state what he/she can do in each language and to include information on linguistic and cultural experiences gained in and outside formal educational contexts. It is organised to promote plurilingualism, i.e. the development of competencies in a number of languages.

19 The Language Biography What can I do with my foreign languages? What languages do I hear spoken around me? How do I learn and how do I learn away from the class?

20 The Dossier Subdirección general de cooperación internacional The Dossier offers the learner the opportunity to select materials to document and illustrate achievements or experiences recorded in the Language Biography or Passport. All competence is valued, regardless whether gained inside or outside of formal education.

21 The Portfolios

22 Passport Profile Experiences Certificates COMPONENTS OF THE ELP Biography my languages which? how? in class my plans how can I do it which? other languages what? how do I learn outside? how? Dossier Best work Folder

23 A set of common principles and guidelines has been agreed for all Portfolios. The European Language Portfolio is the property of the learner. It is linked to the Common European Framework of reference for Languages.

24 What are the aims of the ELP? The development of democratic citizenship in Europe through: The deepening of mutual understanding and tolerance among citizens in Europe. The protection and promotion of linguistic and cultural diversity.

25 The promotion of lifelong language and intercultural learning for plurilingualism through the development of learner responsibility and learner autonomy. more aims The clear and transparent description of competences and qualifications to facilitate coherence in language provision and mobility in Europe.

26 Example of Language competences and qualifications

27 FINAL OBJECTIVE To Build a Better Europe

28 Europass is an initiative which aims to help people make their skills and qualifications clearly and easily understood in Europe, thus facilitating the mobility of both learners and workers. What is Europass? The documents have been designed to help people chronicle their skills and competences in a coherent manner, whether they are planning to enroll in an education or training program, looking for a job, or getting experience abroad.

29 Europass consists of a portfolio of five documents. Subdirección general de cooperación internacional Two documents which individuals can complete independently Europass Curriculum Vitae (CV) Europass Language Passport Three documents which are completed by the competent organization on behalf of the individual Europass Mobility Europass Certificate Supplement Europass Diploma Supplement

30 The ELP in Spain 2001: (European year of the Languages) The Ministry of Education constitutes 4 teaching teams to write and pilot prototypes Spanish ELP for infant, primary, secondary and adults. 2003: Ratification of the Portfolios for the European Council and beginning of the experimentation. 2004:Validation of adult ELP. Didactic guides and electronic Portfolio.

31 The ELP promotes learning to learn Learners are taught to become aware of: Their learning styles Self-assessment Learn about the language Through linguistic descriptors and learning strategies.

32 Linguistic descriptors They are a part of the students learning. They are defined in can do statements The learner must understand them and be able to use them to measure his/her progress. They promote self-evaluation: learning to learn.

33 Self-assessment Linguistic descriptor external evaluation me Others Goal Plans

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36 How can teachers organize the lesson planning if they use the ELP? organize planning according to the descriptors and the levels of the CEFR use the ELP in partnership with planning: (I can do tasks without a textbook) adapt the use of the ELP to our planning. combine the introduction of the ELP with the normal pursuit of planning.

37 What can I do with my foreign languages? (ELP Activities ) linguistic reflection activities Prepare for Exams jointly with my friends. prepare comprehension questions for my partners Work on a specific descriptor or part of a descriptor Develop tasks for different descriptors.

38 What can I do with my foreign languages? In the classroom: Reflection about the descriptors that we are going to work with and what we need to achieve. Poster with communication targets. Self - evaluation with emoticones. Co-evaluation.

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41 What do the students say? The ELP helps me to show what I can do in other languages (90%) I like being responsible for my learning (100%) It seems useful as I can self-evaluate my progress. (84%) The class time dedicated to the ELP has been profitable. (100%) It is important that the Europeans learn at least two languages as well as their native language. (76%)

42 Conclusions The use of the ELP: It is versatile and flexible, so it is possible to adapt to different languages, levels and contexts. It allows us to teach and learn in a more reflective way. It clarifies the learning targets. It encourages lifelong learning. It allows learners to be more of a leader in the classroom.

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