components of a portfolio what should be in a portfolio for learners in the secondary education?
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Components of a portfolio
What should be in a portfolio for learners in the secondary education?
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ELP / Language passport
• Language passport (standard or adapted for the age group?)
• Dossier
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ELP / Biography
• Biography– My languages (spoken in my family, in other situations?)– Where did I learn these languages (holiday, private
tutoring, ….– At school– Contact with other languages– Languages I would like to learn– Learning tips: What kind of learner? (learning style)– Tips for studying languages– Methods to learn languages– Consideration and strategies for developing the skills– Checklists for self-evaluation
• How many levels?• How many descriptors per level?• Explanations? Communicative situations?
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ELP / Biography
• What are intercultural experiences
• Intercultural experiences abroad
• Intercultural experiences in own country
• Questions to ask
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Dossier
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CEFR and interculturality(Common European Framework of Reference, 2001)
• The cultural impact of language learning on the individual learner:– Learner becomes plurilingual and
develops interculturality– Linguistic and cultural competences:
• contribute to intercultural awareness, skills and know-how
• Enable to develop – an enriched, more complex personality– an enhanced capacity for further language
learning– greater openness to new cultural experiences
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CEF and interculturality(Common European Framework, 2001)
• Intercultural awareness includes an awareness of … diversity. Intercultural skills and know-how include:– Ability to bring culture of origin and foreign
culture into relation with each other– Cultural sensitivity/ability for a variety of
strategies for contact– The role of cultural intermediary– Ability to overcome stereotyped relationships
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ELP and intercultural aspects (Principles and Guidelines, 2004)
• Language Passport describes …. significant language and intercultural learning experiences.
• Language Biography is organised to promote plurilingualism …
• Dossier offers the opportunity to select materials to document and illustrate … experiences
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The problem of intercultural competence
• There are no validated scales with descriptors (not yet)
• There would not be a direct relationship between those scales and levels of language proficiency
• According to Schneider and Lenz lists of objectives on 'aspects of socio cultural knowledge' and 'components of intercultural competence that should be acquired (…)' would be valuable (2001)
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The problem of intercultural competence
• But: Cultural knowledge is not the same as intercultural competence (Little/Simpson, 2003)
• Intercultural competence needs relevant cultural knowledge (including knowledge of culture of origin)
• Intercultural competence also depends on other factors
• It is difficult to judge own intercultural competence because of the fact that many learners are not in position to do so.
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Role of the ELP
• Little and Simpson (2003) pointed out that ELP could and should play an important role in stimulating thinking about :– Cultural differences– Reflection on experiences (in terms of
location and intensity)• Location: work, travel,study• Intensity: frequency, duration, involvement,
significance for oneself.
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Recording and reflecting intercultural experiences
• Questions to be considered designing ELP pages:– Where, with whom and in what context
(location)?– What kind of experience (intensity)?– What was my response?– Why did I respond the way I did?
• Other criteria (see Little/Simpson, p.5)
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In the classroom
• In many cases language learning takes place in the classroom
• Possibilities bringing the other culture into the classroom:– Natives (neighbourhood, international companies)– Media (journals, newspapers, internet)– Correspondence projects (e-mail, letters, chatsessions)– Virtual exchanges– All kinds of simulations
• But:Take account of cultural similarities and focus not only on cultural differences as well as of 'own' culture
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An example of simulation activities
• Background information
• Developed in cooperation with teachers and learners of secondary schools
• Aim: stimulating spoken interaction in the classroom
• As a consequence of school reform: only listening and speaking skills
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The project
• Develop a biography of a person in the target language. During a couple of lessons the biography will be enriched with all kinds of information.
• First part: collecting knowledge• By checking information through resource persons
(teachers, natives, ….) awareness raising. • Combining with exchange programmes (real or
virtual) intercultural experiences possible• Be aware of: resource persons are in eyes of
learner always 'experts of their own culture'
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Activities
• Develop your own (foreign) identity:– Name, year of birth, city, the place you live in,
school, family, occupation of parents, – Search for information about city,
neighbourhood.
• (Young) learners two goals:– Intercultural experiences by checking,
exchange information with other learners– Awareness of own culture
• Looking for realisations of 'can do's' in ELP
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• All kinds of possibilities to develop the person further:– By making appointments (visiting
something that will take place in real life: football match, movie, theatre, concert
– By reading (local) newspapers, journals (on the internet)
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• At the end and during the project: check the collected information (knowledge) in real or virtual communicative situations.
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Outcomes
• There was a continuous discourse between foreign and own culture
• Spoken interaction became a natural part of the classroom
• ELP can do's in spoken interaction: no problem
• Intercultural experiences through verification sometimes difficult
• Learners and teachers were very enthusiastic about the project (and developed it further)
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References
• Groenewold,P.,1997:'Land in Sicht'. Landeskunde als Dialog der Identitäten am Beispiel des deutschen-niederländischen Begegnungsdiskurses, Groningen. [Dialogue of identities: Dutch-German imagological discourse]
• Little,D. and B.Simpson, 2003: European Language Portfolio. The intercultural component and Learning how to learn. Strasbourg: Council of Europ
• Schneider,G. and P.Lenz, 2001: European Language Portfolio: Guide for developers. Strasbourg: Council of Europe
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• Develop your own (foreign) identity:– Choose a country/region.– Use the biography part. Use the knowledge you
have of the 'target' culture to collect information for the biography.
– Take role of 15/16 year old learner and write in biography:
• Name, year of birth, city, the place you live in, school, family, and so on ….
– Check your 'identity' with a colleague from that country during coffee break.