P. 1
The European Language Portfolio

The European Language Portfolio

|Views: 16|Likes:
Published by ff3lina

More info:

Published by: ff3lina on Oct 17, 2010
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less





bTHE EUROPEAN LANGUAGE PORTFOLIO AN OPTION OR A MUST IN ELT? Objectives: 1. to answer the question: What is quality learning? 2.

to raise awareness of the pedagogical functions of the ELP with special emphasis on the BIOGRAPHY;
3. to raise awareness of the importance of knowing the types of learners

and their learning styles (NLP -building RAPPORT) 4. to provide activities from Longman materials as support of the ELP

SLIDE 3 These days a lot has been said and argued about quality education, quality learning. What do we really mean by Quality Learning? Are we prepared to put this concept into practice? Is it too much to ask from an already busy teacher? Let's see: QL is an approach to improving learning; this approach is learner-focused and requires some instruments, methods and concepts so that we educators can put it to good use; what we also need is time and desire to consider the learning process from the learner's point of view. All these tools, concepts are to b found in the ELP & CEF. SLIDE 4 Quality learning IMPLIES a change of roles both for the teacher and the student TEACHER - no longer the centre of the lesson and he no longer does things for the student but he helps the learner do these things all by themselves, he serves as guide. STUDENT - active, self-confident, self-organised, responsible for his learning process. The teacher and the learner become partners in the learning process and both parts need to be trained to that purpose. SLIDE 6

It  provides an overview of the learner's proficiency in different languages at a particular time. to become aware of their favourite learning activities.set objectives.the development of competencies in a number of languages.the learners displays their language competences and significant language and intercultural learning experiences. and then evaluate what they learnt and how they learnt it.interview with a native speaker It encourages the learners to think about the learning process. WHERE DO I LEARN ENGLISH?  they plan .     SLIDE 10 2 . individual) it promotes plurilingualism . this overview is defined in terms of skills and skills and the common reference levels in CEF. GW. is like a diary . It encourages the learners to state what they can do in a language. reflect on what they have achieved at a particular moment. SLIDE 7 What is the Language Biography? It is a document in which the learners record the answers to 3 big questions: HOW. teacher assessment and assessment by educational institutions and examination boards. It encourages the learners to include information on linguistic & cultural experiences gained inside & outside classroom . environment (PW. WHY.   It allows for self-assessment.

---.In every age group there will be a small no. These 2 types are valid for self-assessment too.as the learner has to select from among a wide range of materials after evaluating them . everyone can do things in a language but at different levels  the focus is on what the learner can do not on how high he can rank in his class/school. a lot of average learners and some weak learners.term objectives and when the deadline for those objectives has been met they go back and analyses the situation.it is constantly under critical review. of very good learners. The behavioural approach  is the one proposed by ELP -language learning objectives are described in behavioural terms ----.The norm-referenced approach  achievement-focused  there is always failure. good sts and excellent ones  ability . 3 .what learners should be able to do with their language + the assessment should determine to what extent learners have mastered the behaviour in question.where the learner records his long-and short.no such thing . not achievement SLIDE 11 We teachers are already familiar with the 2 types of assessment: formative & summative. FORMATIVE self-assessment is used during the course of learning and it provides the learner with feedback on their progress and indicates the areas they need to give particular attention to. Another place where this type of self-assessment is seen is THE DOSSIER. This kind of self-assessment is encountered in THE LANGUAGE BIOGRAPHY . a rather large number of good learners .achievement is distributed in societies with the statistical regularity of a bell-shaped curve.  a different attitude to failure .

the end of semester. Students can be involved in SUMMATIVE self-assessment provided REFLECTIVE SELF-EVALUATION /FORMATIVE SELF-ASSESSMENT has been an integral part of their learning process. The descriptors we are talking about are the CAN DO statements which refer to learners' abilities. THE LINGUISTIC PROFICIENCY We refer to the words the learners know. This kind of self-assessment is encountered in THE LANGUAGE PASSPORT . learners can assess their communicative & linguistic proficiency THE LEARNING PROCESS The learners need to be able to assess  how well they are progressing overall  how well they are learning at a particular stage  how successful they are in performing individual/collaborative learning tasks  how successful they are in achieving specific learning goals Examples of what learners may record: I liked working in a group/with my partner.It is more difficult for learners to assess their linguistic proficiency 4 . the structures they can deploy. I have made good progress this term. learners can assess their learning process 2. however highly subjective as it is based on the learner's own feelings and perceptions. THE COMMUNICATIVE PROFICIENCY The learners assess their communicative proficiency using the scales and descriptors made by the Council of Europe. school-leaving. degree examinations.SUMMATIVE self-assessment is used at the end of a course or a phase of learning in order to determine what has been achieved . the sounds they can articulate. students should be asked to demonstrate their communication proficiency as it is in practice that they truly learn if they really possess the skills they claim they have.as it represents the statement of the learner's proficiency at a particular moment in their lives. SLIDE 12 What can THE LEARNER assess? 1. Self-assessment is. the end of the academic year. However. I could not concentrate today.

The checklists down page on your handout an example of the Swiss version of the ELP.what goes on in their mind when they learn. In pairs it is more effective for no 2 students possess the same amount of linguistic knowledge and secondly it is always easier to spot another person's errors than your own.  It is the teacher who has to help them know themselves and also the course books used. it can be done individually or in pairs. 5 . why there are things they learn easily/with difficulty.if given the keys/solutions. How can the teacher help the learners know themselves? With the help of NLP. One way to help them assess their own linguistic proficiency is to give them tasks which they can correct for themselves . SLIDE 14 The instruments used for both self-assessment and assessment by the teacher are the ones present in the COMMON EUROPEAN FRAMEWORK OF REFERENCE OF LANGUAGES.than the communicative one and they need to e trained to do it. to reflect on their progress and last but not least to be able to assess themselves.short term goals 2.THE COMMON REFERENCE LEVELS  long term objectives for end of course /year SLIDE 17 Learner Independence  sts need to know what type of learners they are . The scales are a vertical tool The self-assessment grids and checklists are horizontal. The checklists are based on the Common Reference Levels elaborated in the CEF. to review one's overall proficiency prior to updating one's Language Passport at the beginning or end of a along period of learning . to set their own learning objectives. in order to be able to become independent learners.long term goals The global scale . The checklists can be used 1. to monitor one's learning progress maybe with special focus on a particular skill .

............. SLIDE 20 WALL DISPLAYS  assessment grids .......... tastes and smells) are called in NLP representational systems. LINGUISTIC ..... feelings.  sounds.TRANSFORMATIONAL  GRAMMAR  instructs us to achieve excellence in communication.... sounds and feelings........ The senses (pictures.... tastes and smells......   → To manage their own rich internal software: their images.......computer science student 2.  Language is the key to learn how people perceive reality ...our ability to organise this information within our mind to achieve desired outcomes.........nervous system/mind and how it processes and codes information/our reality experiences in terms of pictures....professor of Linguistics ...... feelings..predicates match to build rapport ( to understand them better.. learning  NEURO .......... icons)  PROGRAMMING .....the language gives meaning to this neurological process if ordering and coding information ( grammar...... .... words... teaching..scales 6 ... Bit-by-bit they will come to understand and even learn how to control the way they think........ sounds..dates back to the mid-70s & originated from several different disciplines: linguistics..SLIDE 17  relatively new discipline .....checklists . John Grinder . to respond in the same manner for an efficient communication) representational systems → 4 learning styles/4 learner types → suitable activities for autonomous learning & self-confidence NLP → Identify each child’s unique learning style → To demonstrate to students their own inner learning processes. computer science.....psychology founders: 1......  We use senses to gather info about the external world.... In short they will learn how to learn. Richard Bandler .................

self confidence. English spoken. whole class long/short term objectives REALIA & FLASH CARDS  pre-primary + primary levels LISTS  irregular verbs ( similar forms . all 3 forms) CHARTS  tenses and adverbials SLIDE 22 PW/GW  hearing listening to peers . DRILLS  repetition as a memory aid  lower levels SONGS. Movement activities + tactile activities + visual activities SLIDE 25 7 . closer relations.1st+3rd. CHANTS  associated with visual material created by students + other extra sources  while-listening activities for tactile learners SLIDE 23 These activities are suitable for all types of learners as they combine all senses.

they reconsidered their view of teaching-learning-assessment process in terms of 1. more forward-thinking. find out how they remember things easily. writing skills. reading skills) they need to work more on. listening skills. course book use alternatively with extra materials (mostly student-  designed activities) to meet curriculum requirements. This new position boosts their selfconfidence.for themselves and for their classmates.CREATIVITY students find themselves in the position in which they are invited not only to write in order to practice writing skills but also to create. in this way they learn to manage their time and learning process. of 8 . what kinds of activities they like more. SELF-CONFIDENCE  they gain self-confidence in their capacity to learn English all by themselves under the guidance of their teacher. in their speaking skills due to working in PAIRS and GROUPS. design their own learning activities . new role assumption for both teachers and students. provides them with a better image of themselves and feeds their ego as well and thus prepares them to become reliable adults. SLIDE 26 In the countries where different versions of the ELP were used it proved to be a reliable source of knowledge for teachers as well because  they improved their time & class management skills for they became more organised. SELF-MANAGEMENT SKILLS & LEARNER AUTONOMY  they are encouraged to know themselves as humans first and then as learners.  LEARNER RESPONSIBILITY  they are in charge of their own learning in the sense that they set their own individual objectives and have to achieve them using their own activities and those designed by their peers besides the ones present in course books and proposed by the teacher. decide on the steps to take for further improvement. 2.  go back to the Language Biography to reflect on their learning process & progress focusing on each skill and then evaluate the progress made. what area (grammar. They are not only receptors of information but also its creators.

awareness of the mental processes involved in the learning process - they learnt about how the human mind works and how learner excellence can be promoted for there is no such thing as failure.and peer assessment with teacher assessment . every individual can do lots of things if encouraged. 9 .3. selfconfident members of society who are aware of the crucial role that learning plays throughout life and therefore should consider it a springboard for self-development and self-improvement.the responsibility did no longer stay with them but it was shared with learners . .a change in the attitude to failureIn other words learning should be BEHAVOUR-focused and not ACHIEVEMENT-focused. combining self.as learners have proved to be trustworthy assessors 4. (CAN DO STATEMENTS) trained how to do them. Our purpose as educators is to shape our learners' minds and behaviour in order that they become reliable.

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->