4 european language portfolio
TRANSCRIPT
The EThe European Language uropean Language PortfolioPortfolio
Jesús Ángel GonzálezJesús Ángel González
Universidad de CantabriaUniversidad de Cantabria
1. The European Language Portfolio Objectives Types Sections: Passport, Dossier, Biography
2. A Case of ELP Implementation Development of Activities Trialling the ELP Problems and Solutions
3. Washback effect on teachers
4. Appendix: Work in progress
33
1. THE EUROPEAN LANGUAGE 1. THE EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO
Objectives:Objectives:
- Reporting function: To inform about Reporting function: To inform about the linguistic competence and the linguistic competence and intercultural competences of its intercultural competences of its owner. owner.
- Pedagogic function: To help the user Pedagogic function: To help the user to improve the learning process. to improve the learning process.
44
• Types (in Spain)Types (in Spain)
3-8 year-olds3-8 year-olds 8-12 year-olds8-12 year-olds 12-16/18 year-olds12-16/18 year-olds +16 year-olds +16 year-olds
In Spain: 2003-2004: ELPs were validated by the central
Government (Ministerio de Educación) 2004-2007: Experimentation and Trials 2007-on:
• Comunidades Autónomas (Regional Governments) are in charge
• Ministerio de Educación is developing an e-ELP• More information: www.oapee.es
3-8 year-olds
8-12 year-oldsyear-olds
The European Language Portfolio12-16/18 year-oldsyear-olds
The European Language Portfolio+ 16
1010
• Sections: Sections:
Language PassportLanguage Passport Language BiographyLanguage Biography DossierDossier
1111
Language PassportLanguage PassportProfile of language skills (self-assessment)Profile of language skills (self-assessment)Language learning and intercultural Language learning and intercultural
experiences experiences Certificates and diplomasCertificates and diplomas
1515
DOSSIER: DOSSIER: Record of work done and materials Record of work done and materials used (Portfolio of an architect)used (Portfolio of an architect)
1616
LANGUAGE BIOGRAPHY (3-5 year-olds)LANGUAGE BIOGRAPHY (3-5 year-olds)
1717
LANGUAGE BIOGRAPHY (8-12)LANGUAGE BIOGRAPHY (8-12)
1818
LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)
1919
LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)
2020
LANGUAGE BIOGRAPHYLANGUAGE BIOGRAPHY
Pedagogic function: Awareness of the Pedagogic function: Awareness of the language learning processlanguage learning process
Self-assessmentSelf-assessmentLearning strategiesLearning strategiesFuture plansFuture plansStudent autonomyStudent autonomyMain function: correct misconceptionsMain function: correct misconceptions
about language learningabout language learning
2121
Typical mistake
Learning a language is learning the grammar and vocabulary
Right concept
-Language skills
Portfolio Section
- Passport and Biography
2222
Typical mistake
- I learn English in the classroom - If I don't learn much, it is because I am not taught correctly
Right concept
-Autonomous learning, long-life learning. Both inside and outside the classroom. -The teacher as facilitator
Portfolio Section
- Passport and Biography
2323
Typical mistake
You need the same levels in all your skills
Right concept
-Different levels in different skills are OK, It depends on your needs
Portfolio Section
- Passport and Biography
2424
Typical mistake
It takes the same time to progress at a basic level than at an advanced level.
Right concept
- Inverted pyramid - More work outside the classroom as language learning progresses
Portfolio Section
- Passport and Biography
2525
Typical mistake
What I do in the classroom is only for the classroom
Right concept
-The dossier as a storing place for classroom work. A link with the outer world
Portfolio Section
- Dossier
2626
Typical mistake
Learning one language is more than enough
Right concept
-Plurilingual competence
Portfolio Section
- Passport and Biography
2727
Typical mistake
There are first-rate and second-rate languages and cultures. - the Germans are all square-headed, the English are all gentlemen (or hooligans)
Right concept
Multiculturalism, no stereotypes
Portfolio Section
- Passport and Biography
2. A CASE OF ELP IMPLEMENTATION:- ELP for adults- 2 Escuelas Oficiales de Idiomas
(Santander/Torrelavega): adults (16+), 5 languages, A1-B2
1. Development of Activities (Preparatory Period)
2. Trialling the ELP3. Problems and solutions
2.1. Development of Activities. Objectives:
- To raise students’ awarenesss and correct misconceptions
- To encourage self-assessment in skills- To help learners reflect on their learning
objectives- To help them identify their personal ways
of learning and strategies- To enhance the students’ plurilingual and
intercultural experiences
The European Language Portfolio
THE (IM)PERFECT LANGUAGE LEARNER STUDENT A FIND SOMEONE WHO ... knows five words in Italian can ask for directions in German knows the name of an African language has a monolingual English dictionary writes down the new words s/he learns has travelled to an English-speaking country enjoys watching films in English with subtitles reads in English much better than s/he writes reads texts in English on the Internet only studies if there is an exam can understand people in an English pub Ask the questions to different people. When you find someone who can do one of those things, ask at least two more questions
about it and give your own opinion. Write their name, answer their questions and keep on asking ... --------------------------------------------------------------------------------------------------------- THE (IM)PERFECT LANGUAGE LEARNER STUDENT B FIND SOMEONE WHO ... has been studying English for more than 5 years likes learning new words through songs is shy and finds it hard to speak in another language only reads books for class chats in English on the Internet prefers American English to British English has been to Portugal or Italy and managed to get by knows how to say their name in four different languages is better at listening than at speaking can order food in a restaurant in French has had a foreign boy/girlfriend Ask the questions to different people. When you find someone who can do one of those things, ask at least two more questions
about it and give your own opinion. Write their name, answer their questions and keep on asking ...
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ACTIVITY: The (im)perfect language learner
AUTHOR: Jesús Ángel González (based on the model provided in the Spanish guide for using the ELP with secondary school students)
LANGUAGE: English
LEVEL: A2-C2
TIMING: 20’to 30’OBJECTIVES
To promote student reflection on:
- life-long learning
- autonomous learning
- language as a communicative tool
- language skills
- learning strategies
- multiculturalism and plurilingualism
- outside-the-class learning
SKILLS INVOLVED:
- Oral Expression
- Oral Interaction
METHODOLOGY: After handing-out the sheets, the students have to stand up and look for a different partner for each of the questions. Following the instructions, they then have to ask at least two more questions related to these topics and give their own opinion. Once this phase is over, the teacher can use the questions as a springboard to correct common misconceptions about language learning and to promote student awareness and a more realistic attitude to the language learning process.
EVALUATION: Positive. It is a good way to introduce ELP/CEF concepts, attitudes and procedures in an indirect manner. After this, the class can move on to other aspects of the ELP.
Web-based Resource Centre:http://www.ceptorrelavega.educantabria.es/http://www.ceptorrelavega.educantabria.es/
At school, I studied French, Latin and English
I have also studied German and Arabic I worked in Switzerland for a summer
when I was at University I speak some Italian, although I’ve never
studied it I understand texts related to my interests
written in Catalan or Galician.
3.2. Trialling the ELP. Two parallel ways:
Whole classes. Different approaches:All the studentsGradual approach
Volunteer students: tutorial sessions after a whole-school presentation. Schedule. Tutorial sessions designed as forum.
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• DO YOU DO YOU WANT A WANT A PORTFOLIO?PORTFOLIO?
• Ask your Ask your teacher, fill it teacher, fill it in and keep in and keep your teacher your teacher informed.informed.
Form 8 (rest of Form 8 (rest of levels), 6 & 7 levels), 6 & 7
Forms 5, 9 & Forms 5, 9 & 8 (only the 8 (only the right level) right level)
BiographyBiography
Forms 1, 2, 3 & Forms 1, 2, 3 & 44
Complete Complete Passport Passport
PassportPassport
OptionalOptionalCompulsoryCompulsory
STUDENT RESPONSES YES NO ?
The ELP helps me to show what I can do in other languages
87 1 10
I like to become responsible for my own language learning process, as shown by the ELP
79 8 11
I find it useful to self-assess my progress and proficiency in languages
61 18 19
The time devoted in class for the ELP has been useful
63 5 30
All the students should be encouraged to have their own ELP
86 2 10
It is important for every European citizen to learn at least two languages apart from their own
90 4 4
STUDENT RESPONSES (+) Aware of their strengths and weaknesses Able to set realistic learning objectives Language learning as a life-long process
(Autonomy) Learning strategies (inside and outside the
class) Intercultural experiences gained value
STUDENT RESPONSES (-) Self-assessment is difficult (But good:
Communicative proficiency easier to assess than linguistic proficiency)
Doubts about the practicality of the document (Pedagogical vs. Reporting function: lack of purpose for the working world)
Bulky format Repetition/Redundancy
TEACHERS’ RESPONSES Students had become autonomous
and aware of the learning process Language learning as an action-
oriented process (grammar and vocabulary as a means to an end: communication)
TEACHERS’ RESPONSES Tutorial sessions:
• Advantage: volunteer students• Autonomous process (teacher as mentor)
Whole classes:• Students were not as enthusiastic or
autonomous• Some forms were not user-friendly
Need to include the ELP principles in all our classes
2.3. Problems and solutions2.3.1. Self-Assessment: Dialang Test CEF-based on-line language assessment
system Tests in 14 European languages Diagnosis of language skills (Writing,
Listening and Reading Comprehension) It provides feedback and advice www.dialang.org
The European Language Portfolio
The European Language Portfolio
2.3.2. Lack of purpose for the working world (Reporting Function): Europass
http://europass.cedefop.europa.eu/europass/home/hornav/Introduction.csp?loc=en_GB
Europass is a document which helps people to: • make their skills and qualifications clearly and
easily understood in Europe• move anywhere in Europe
Europass consists of five documents: two documents (Europass curriculum vitae (CV)
and Europass Language Passport) you can fill in yourself; and
three other documents (Europass Certificate Supplement, Europass Diploma Supplement and Europass Mobility) filled in and issued by competent organisations.
2.3.3. What’s this for?: FAQ stressing the pedagogical function“Above all, this is for you. To help you learn to learn, to make you aware of the real aims of language learning, the different ways of learning, what you already know, what is still ahead, how to reach specific objectives, how to record your linguistic competence, your experiences, your language CV… As to the working world, it is not too well-known yet, since we are still in a preliminary phase, but it will in due time.”
2.3.4. Repetition/Redundancy: Partial completion (one language only, voluntary forms). Pedagogically satisfying even it it can’t be used as a reporting tool
2.3.5. Bulkiness of the format: Electronic-ELP (MEC under way, www.eelp.orgwww.eelp.org))
2.3.6. Need to include the ELP principles in all our classes: ELP-oriented pedagogy.
54 in-class portfolio-oriented activities in English, French, Italian and German
Web-based Resource Centre An example: B1 120-hour English
course
B1 English Course One or several language learning
awareness-raising activities like ”The (Im)perfect Language Learner”
Skills self-assessment: • Filling in the assessment grid section of the
Passport• Dialang session
ELP and curriculum integration: definition of the course objectives according to the CEF by means of the ELP’s “can-do” checklists
B1 English Course Autonomous learning: Surfing the net
to learn a foreign language. Personal website/class blog/webquests with links to a variety of foreign language websites, as well as links to ELP-related institutions (Council of Europe, Europass, ALTE, etc.). An example: http://www.educantabria.es/portal/web/jesus_gonzalez
B1 English Course One or several activities promoting
multiculturalism, like “British Culture Quiz” http://www.ceptorrelavega.educantabria.es/asesorias/presentacion-lleehttp://www.ceptorrelavega.educantabria.es/asesorias/presentacion-llee
Language Reflection: One or several activities like “My Linguistic Biography” http://www.ceptorrelavega.educantabria.es/asesorias/presentacion-lleehttp://www.ceptorrelavega.educantabria.es/asesorias/presentacion-llee
After that, ELPs are handed to voluntary students and one or two after-class tutorial sessions are devoted to helping the students fill them in and choose some of their best work for the Dossier.
3. Washback effect on teachers CEFTrain DVD Spoken performances (Centre
international d’études pédagogiques) Teaching Portfolios:
• EPOSTL• Profiling Grid for Language Teachers
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4. Appendix: Work in progress University of Cantabria Graduates
Second Language Program:• B2 in English• B1 in English + B1 in another language
Problem: Entrance level A2-B1 in some skills
Solutions?
4. Appendix: Work in progress• 6-credit English course (60 hours)• Erasmus program• Subjects taught in English (CLIL)• European Language Portfolio
Self-assessment Dialang Action Plan for future learning Listening log Resource Website
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• www.coe.int/www.coe.int/portfolio portfolio • http://www.oapee.es/oapee/intro.htmlhttp://www.oapee.es/oapee/intro.html • http://www.ceptorrelavega.educantabria.es/asesorias/prhttp://www.ceptorrelavega.educantabria.es/asesorias/pr
esentacion-lleeesentacion-llee• http://www.lancs.ac.uk/researchenterprise/dialang/abouhttp://www.lancs.ac.uk/researchenterprise/dialang/abou
t (Temporary site for Dialang)t (Temporary site for Dialang)• www.eelp.org (EAQUALS_ALTE e-portfolio)www.eelp.org (EAQUALS_ALTE e-portfolio)• http://europass.cedefop.europa.eu/europass/home/hornhttp://europass.cedefop.europa.eu/europass/home/horn
av/Introduction.csp?loc=en_GBav/Introduction.csp?loc=en_GB• www.ecml.at www.ecml.at • http://epostl2.ecml.at/http://epostl2.ecml.at/• http://www.helsinki.fi/project/ceftrain/index.php.35.htmhttp://www.helsinki.fi/project/ceftrain/index.php.35.htm
l (Ceftrain)l (Ceftrain)• http://www.ciep.fr/en/publi_evalcert/dvd-productions-http://www.ciep.fr/en/publi_evalcert/dvd-productions-
orales-cecrl/index.phporales-cecrl/index.php• http://personales.unican.es/gonzalezja/http://personales.unican.es/gonzalezja/• http://www.educantabria.es/portal/web/jesus_gonzalez http://www.educantabria.es/portal/web/jesus_gonzalez