portfolio learns to learn acquaintance with the portfolio literacy dutch as second language...
TRANSCRIPT
Portfolio learns to learn
Acquaintance
with
the Portfolio Literacy Dutch as second language
Willemijn Stockmann - ROC Midden Brabant
Why a separated portfolio for non literate adults
• The regular portfolio can’t be used;
• Good experience with adjacent instruments for this group (low-educated L2 learners, illiterate mother tongue speakers);
• Also in the practice there was a need for a portfolio for non literate students.
Portfolio Literacy NT2
• Framework literacy Dutch as a second language
• Biography
• Checklist
• Dossier
Framework litarecy NT2 What is it?
• A new level description of three literacy levels
• For technical skills as well as for functional skills
• A fit with the European framework .
The level revedision of the framework.
Alfa A: read and write in principal all the vowels, including double vowels and consonants in short words and they still spell. Alfa B read the words mend by alfa A automatically and read frequently used consonant clusters and morphemes in its entirety. Alfa C read and write all words except of long and unknown words. Reading and writing is completely automatically.
Framework literacy NT2 Alfa A Alfa B Alfa C = A1
Framework litarecy NT2 how does it looks like?
Describes 3 levels :
(technical) reading
• Graphemes/phonemes
• words
• sentences
• Text
• Tempo and fluency
(Technical) Writing
• Graphemes /phonemes
• words
• sentences
• Text
• Tempo and fluency
• Principles of literacy
Framework litarecy NT2 how does it looks like? (2)
Auditive skills
• Phonemes in a word
• Words in a sentence
• Sentences
• conversation
Framework litarecy NT2 how does it looks like? (3)
(Functional) reading
• Reading correspondence
• Reading with a orienteering / searching purpose
• Reading to obtain information
• Reading instructions
(Functional) writing
• Writing correspondence
• Writing notes, messages, forms,
• Free writing
Why a framework?
• Unambiguous level-classification increases transparency
• promotes circulation based on levels
• Supports policy makers
• Supports curriculum development
• Supports material development
• Supports teachers by monitoring of their students
• Supports test development
Why a new framework??
• Portfolio structures the educational program; calibrate points are necessary;
• The old framework (Blokkendoos) didn’t satisfy: no clear difference between technical and functional skills; no clear difference between levels.
• Fitting to the framework NT2 wished;
Biografy
• (Short) “CV” of the student;
• Who am I?
• What can I?
• Attention for formal and informal learning;
• Every adult person ‘can do’ things, even you can’t read and write;
• Focus on what the student can is good for the empowerment
• Self-confidence students learn more effective.
ChecklistHow looks it like?
• 3 levels (alfa a, b en c)
• From alfa b: 3 perspectives
• Participation in society
• Participation in work
• Participation as a parent
• Reading, Writing, Conversation
• With help op examples
Example(reading alfa a)
Tablet 10 mg
1x daags 1 tablet
easy difficult Not yet I want to learn
I can read how many times I have to use the medicine.
Example(writing alfa c, domain work)
A colleague is getting married . I can write a postcard to congratulate.
easy difficult Not yet I want to learn
Example(conversation C1, domain social participation)
Ali is looking for the city hall.
Can you ask something
in the street?
easy difficult Not yet I want to learn
Why portfolio-assessment?
• Scores on tests are often disappointing
• Portfolio-assessment shows the profit of the education
• That is important for:
• The student (motivation!)
• The ROC (accounting)
• The local authority (value for money)
Functional/technical writing
Functional/technical writing
