Portfolio Classification

Portfolio aims

 Self-assessment of one’s own learning/learning

strategies/styles …
 Tool for learning
 Aid of parental/one´s own understanding of
children’s/one´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

 Language Pass
 Language Biography
 Dossier
 Different perspectives
 Portfolio aims
 Regional/geographical distribution
 Role of initiator
 Cultural acceptability of portfolio

 Integration into textbook package

 User perspective
 Portfolio design
 Time aspect
 Regional/geographical distribution

 International – EPOSTL
versatile
available online

 European – European Language Portfolio

http://culture2.coe.int/portfolio/documents/ELPguide_teacherstrainers.pdf

 National – local versions of portfolios

 European Portfolio for Student Teachers of Languages (EPOSTL)
http://www.ecml.at/tabid/277/PublicationID/16/Default.aspx
 European
Language Portfolio

 Council of Europe
http://culture2.coe.int/portfolio

http://culture2.coe.int/portfolio//documents/ELP
guide_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-imposed compulsory schooling)

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

 Official transnational authorities

• Council of Europe
• University of Cambridge ESOl Examinations
• Various publishing houses
Cultural acceptability of
portfolio and its status
 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:
 Elementary Reading and Writing Portfolio
drawing on “Can do statements”

Student’s Book:
 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

 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/a? 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
 Oxford University Press
http://www.oup.com/elt/local/cz/kestazeni/4portfolio?cc=cz

Portfolia:
 Chit Chat 1 Deníček (PDF, 602 kB)
 Chit Chat 2 Deníček (PDF, 975 kB)
 Happy House 1 Portfolio (novinka) (PDF, 434 kB)
 Project Log (PDF, 909 kB)
 Horizons Portfolio (PDF, 243 kB)
 English File Elementary (PDF, 790 kB)
 English File Pre-Intermediate (PDF, 732 kB)
 English for Life Beginner (PDF, 273 kB)
 English for Life Elementary (PDF, 264 kB)
 English for Life Pre-Intermediate (PDF, 270 kB)
Happy House
Deníček 1
 User perspective
 General foreign/second language purposes
 Language acquisition

 Specific purposes
 Teaching practice portfolio
 Teacher portfolio
(pre-service/in-service training)
Extent of verbal and visual input
Extent of verbal and visual input
Horizons – Student’s Book 1
 Time aspect
 Age of target user  Length of portfolio
use
 choice of language
 life-long use
 overall design
 limited
 complexity and
comprehensibility of
“Can do statements”
Age of target user
 http://epostl2.ecml.at/
European Portfolio for student teachers of languages
Self assessment
 Extent of imposition

 State/institution
imposed use

 Optional use