Dutch approach

The Dutch approach to implement the ELP

Dick Meijer

Summary Dutch ELP-project

• Since start very enthusiastic• Introducing and implementing looked to be 'a piece of

cake'• Because of the aims and intentions of ELP• Almost all institutes were involved (exception: teacher

trainers !!!)• Tried to develop 7 different portfolios (implementation

strategy: all sectors should be involved)

• Piloting ELPs• Different projects (e.g. border ELP in German)• Regulare meetings with teachers• Developing new descriptors• Developing learning activities

Conclusions after three years of piloting

• So many different portfolios were not necessary• For the learners it was difficult to understand the

descriptors (not used to look at foreign language learning that way)

• Focussing on reporting function is not enough to implement ELP

• Teachers need also to be 'owner' of the portfolio (involving them in new developments)

• The ELP should be embedded in the curriculum

Dutch portfolios

Validated portfolios:• 9+ pupils (primary schools)• 12+ pupils (lower secondary education)• 15+ pupils (upper secondary education)• Vocational education• Migrants

Language portfolio for language teachersEnglish in primary and lower secondary education

Accessibility for (young) learners

• One conclusion was: descriptors are difficult to understand especially for (young) learners.

– they did not always recognize communicative situations 'behind the descriptors'

– they had difficulties to imagine foreign language situations if they are not used to go abroad

Consequences

• If you want to implement the ELP, the problem of accessibility should be solved

• The pedagogical role of the portfolio became more and more important

• So:

– we tried to find ways to make the portfolio more accessible to the 'users'

– We developed series of language learning activities, linked to the descriptors (activities are concrete, realistic, imaginable, have an addressee)

Checklist

• Checklist exists of descriptors and situations and explanations

• It links to learning activities

Dutch portfolio is a 'complex' project

• No stand alone activities: developing a common Dutch language portfolio website

• Student/pupils: Portfolio - efficient learning activities• Textbook authors (a.o.): Portfolio - language profiles

(series of concrete interpretations of descriptors in terms of can do-statements)

• Schools: Portfolio and help for implementation (Focus on matching secondary and vocational education)

• Implementation strategy: ad hoc by trying to solve problems

Implementation strategies

• ELP for ‘everybody’ (now website)• Strong focus on pedagogical part• Involving teachers in school projects (at least two

teachers)• Developing learning materials• Organizing workshops, seminars etc.• Articles written by professionals• Involvement of all pedagogical institutes• Maim aim: learning a language becomes interesting and

effective• Focus on ongoing learning

• Almost no quantitative targets• Research projects on two ELP projects• Budget pro year

Situation now

Aantal users per profiel

0 2000 4000 6000 8000 10000 12000

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7-mar-2007

18-dec-2006

• 20.000 users– 2.000 teachers– 18.000 learners

• Implementing activities (bottom up):– Networks of schools– Publishers– Teacher training institutes– ELPs for all learners (primary till adult education)– Curriculum activities – ongoing learning, closing gap between

schools and between upper and lower secondary

Workshop activity

• Working in pairs to identify elements of relevance to your own practice (15 minutes)

• Exchange information on implementation activities in a larger group (excluding teacher training activities) and identify the potentially most effective ones (30 minutes)

• Coffee break (15.30)• First draft of an action plan related to own project (30

minutes)• Collect activities related to stakeholders and questions

to the panel put them on posters (30 minutes)