Portfolio

Classification
Brno, 1st June 2007
Jaroslava Ivanová

Different perspectives
„

Regional/geographical distribution

„

Role of initiator

„

Integration into textbook package

„

User perspective

„

Portfolio aims

„

Portfolio design

„

Time aspect

„

Extent of imposition or its lack

„

Cultural acceptability of portfolio and its status

Regional/geographical distribution

‰

International – Cambridge ESOL Teacher Portfolio
https://www.teacherportfolio.cambridgeesol.org/

‰

European – European Language Portfolio
http://culture2.coe.int/portfolio/documents/ELPguide_tea
cherstrainers.pdf

‰

National – local versions of portfolios

International
Cambridge ESOL Teacher
Portfolio
„ University

of Cambridge ESOl
Examinations

https://www.teacherportfolio.cambridgee
sol.org/
‰
versatility
‰
online availability

European
Language Portfolio
„ Council

of Europe

http://culture2.coe.int/portfolio
http://culture2.coe.int/portfolio//docume
nts/ELPguide_teacherstrainers.pdf
„

Guidelines for nation’s portfolios

National versions of portfolios
„

Reflect local educational setting and its needs

„

Similar structure

„

Different types with respect to learners’ age
(in correspondence with Czech state schooling)

¾
¾
¾

Evropské jazykové portfolio pro žáky do 11 let v
České republice. Plzeň: Fraus, 2002.
Evropské jazykové portfolio pro žáky a žákyně ve věku
11-15 let v České republice. Praha: Fortuna, 2001.
Evropské jazykové portfolio pro dospělé
studenty v České republice. Praha: Scientia, 2004.

Role of initiator
‰ Official

The Ministry of Education, Youth and Sport
Educational institutions (pre-service colleges)

‰ Official


state authorities

transnational authorities

Council of Europe
University of Cambridge ESOl Examinations
Various publishing houses

Integration into textbook
package
„

Portfolios as separate
materials

„

Integrated into Student’s
Book, Workbook, Teacher’s
Book and/or
CD(-Roms)

Integration into textbook
package
„ Portfolio

availability

„ Portfolio

structure

Portfolio availability
In print
„ Online
„ On CD-ROMs
„

„ any combination of the above mentioned

Face2face CD-ROM

Portfolio Structure
Portfolios as separate materials
‰

Lesson by lesson correspondence with TP plus extras

Deníček 1, 2

http://www.oup.com/pdf/elt/cz/denicek2.pdf?cc=cz
http://www.oup.com/pdf/elt/cz/denicek1.pdf?cc=cz

‰

Mid-term/end of term/course assessment
plus extras

Project Language Log

http://www.oup.com/elt/catalogue/teachersites/project/lang/?cc=cz

Portfolio Structure
Portfolios integrated into textbook
materials
„

Face2face

Workbook:
¾

Elementary Reading and Writing Portfolio
drawing on “Can do statements”

Student’s Book:
¾
¾

Progress portfolio (part of review page)
CD-ROM (My portfolio)

http://www.cambridge.org/elt/face2face/cdrom/tour.htm

Face2face – Elementary Workbook

Face2face – Elementary Workbook

Portfolio Structure
Portfolios integrated into textbook
materials
„ Horizons

- Student’s Book:

Think about your progress
¾
¾

Using Can do statements
After every fourth unit

Horizons - Student’s Book

Portfolio Structure
Portfolio integrated into textbook materials
„

First Choice učebnice (A1) - Student’s Book:

™

pp 130-135: European Language Portfolio (in Czech)

™

p 94: Portfolio: Osobní kartotéka
“ Napište svůj životopis anglicky. Které jazyky jste se učil?
Kdy a kde? Při které příležitosti jste je použili?”

™

p 94: Can you do this in English?
“Teď už umíte: popsat místa, která znáte” …
www.fraus.cz

Portfolio Structure- Integration
Way to win
http://www.fraus.cz/ep/anglictina/way_to_win/images/uk_33.html

Portfolio Structure- Integration
Way to Win

User perspective
„
¾

„
¾
¾

General foreign/second language
purposes
Language acquisition
Specific purposes
Teaching practice portfolio
Teacher portfolio
(pre-service/in-service training)

Portfolio aims
„
„
„
„
„
„
„
„
„

Self-assessment of one’s own
learning/learning strategies/styles …
Tool for learning
Aid of parental understanding of children’s
progress
Development of self-reflection ability of
learners and teachers
Professional development in general
Stimulation/enhancement of independent and
autonomous learning
Certifications mobility
Transferability of assessment through “Can do
statements”

Portfolio design
„ Extent

of verbal and visual input

„ Portfolio

components

European Language Portfolio
¾ Language Pass
¾ Language Biography
¾ Dossier

Extent of verbal and visual input

Extent of verbal and visual input
Horizons – Student’s Book 1

Online
Cambridge ESOL Teacher Portfolio
„

Profile
Personal information, language
levels

„

Achievements
Employment record, training
and certificates

„

Teaching
Qualifications, courses taught,
teaching and learning samples,
teaching action plans

„

Assets
Space for storing files
providing evidence of teaching

„

Referees

„

Portfolio options

„

Reflections
Diary and beliefs about
teaching and learning

Help
Guidelines
„ Contact us
„

Future Aims / Intentions
™

State your belief.

™

Say how some things that you
do are connected to that
belief.

™

Give some examples of things
you do that seem not to come
from the belief or which seem
to contradict what you
believe.

™

Suggest some ways to move
forward.

¾

¾

"I think it's very important to
create a supportive atmosphere in
class.“
"One of the ways I do that is by
trying to pay close attention
when students are speaking in
class and really listen to what
they say.“

¾

"However, I find I still get
impatient when students don't
answer my questions quickly and
I know that this upsets some of
them.“

¾

"I will ask a colleague to observe
one of my lessons and tell me
what she notices" or "I will read a
book on the subject".

Time aspect
„

Age of target user

¾

choice of language

¾
¾

„

¾

life-long use

¾

limited

overall design
complexity and
comprehensibility of
“Can do statements”

Length of portfolio
use

Age of target user

Extent of imposition

„

State/institution
imposed use

„

Optional use

Cultural acceptability of
portfolio and its status