4 european language portfolio

1. The EThe European Languageuropean Language
PortfolioPortfolio
Jesús Ángel GonzálezJesús Ángel González
Universidad de CantabriaUniversidad de Cantabria

2. 1. The European Language Portfolio
 Objectives
 Types
 Sections: Passport, Dossier, Biography
2. A Case of ELP Implementation
 Development of Activities
 Trialling the ELP
 Problems and Solutions
3. Washback effect on teachers
4. Appendix: Work in progress

3. 33
1. THE EUROPEAN LANGUAGE1. THE EUROPEAN LANGUAGE
PORTFOLIOPORTFOLIO
Objectives:Objectives:
- Reporting function: To inform aboutReporting function: To inform about
the linguistic competence andthe linguistic competence and
intercultural competences of itsintercultural competences of its
owner.owner.
- Pedagogic function: To help the userPedagogic function: To help the user
to improve the learning process.to improve the learning process.

4. 44
• Types (in Spain)Types (in Spain)
 3-8 year-olds3-8 year-olds
 8-12 year-olds8-12 year-olds
 12-16/18 year-olds12-16/18 year-olds
 +16 year-olds+16 year-olds

5. In Spain:
 2003-2004: ELPs were validated by the central
Government (Ministerio de Educación)
 2004-2007: Experimentation and Trials
 2007-on:
• Comunidades Autónomas (Regional
Governments) are in charge
• Ministerio de Educación is developing an e-ELP
• More information: www.oapee.es

6. 3-8 year-olds

7. 8-12 year-oldsyear-olds

8. The European Language Portfolio
12-16/18 year-oldsyear-olds

9. The European Language Portfolio
+ 16

10. 1010
• Sections:Sections:
 Language PassportLanguage Passport
 Language BiographyLanguage Biography
 DossierDossier

11. 1111
Language PassportLanguage Passport
Profile of language skills (self-assessment)Profile of language skills (self-assessment)
Language learning and interculturalLanguage learning and intercultural
experiencesexperiences
Certificates and diplomasCertificates and diplomas

15. 1515
DOSSIER:DOSSIER: Record of work done and materialsRecord of work done and materials
used (Portfolio of an architect)used (Portfolio of an architect)

16. 1616
LANGUAGE BIOGRAPHY (3-5 year-olds)LANGUAGE BIOGRAPHY (3-5 year-olds)

17. 1717
LANGUAGE BIOGRAPHY (8-12)LANGUAGE BIOGRAPHY (8-12)

18. 1818
LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)

19. 1919
LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)

20. 2020
LANGUAGE BIOGRAPHYLANGUAGE BIOGRAPHY
Pedagogic function: Awareness of thePedagogic function: Awareness of the
language learning processlanguage learning process
Self-assessmentSelf-assessment
Learning strategiesLearning strategies
Future plansFuture plans
Student autonomyStudent autonomy
Main function: correct misconceptionsMain function: correct misconceptions
about language learningabout language learning

21. 2121
Typical
mistake
Learning a language is learning the
grammar and vocabulary
Right
concept
-Language skills
Portfolio
Section
- Passport and Biography

22. 2222
Typical
mistake
- I learn English in the classroom
- If I don't learn much, it is because I am not
taught correctly
Right
concept
-Autonomous learning, long-life learning.
Both inside and outside the classroom.
-The teacher as facilitator
Portfolio
Section
- Passport and Biography

23. 2323
Typical
mistake
You need the same levels in all your skills
Right
concept
-Different levels in different skills are OK, It
depends on your needs
Portfolio
Section
- Passport and Biography

24. 2424
Typical
mistake
It takes the same time to progress at a basic
level than at an advanced level.
Right
concept
- Inverted pyramid
- More work outside the classroom as
language learning progresses
Portfolio
Section
- Passport and Biography

25. 2525
Typical
mistake
What I do in the classroom is only for the
classroom
Right
concept
-The dossier as a storing place for
classroom work. A link with the outer world
Portfolio
Section
- Dossier

26. 2626
Typical
mistake
Learning one language is more than enough
Right
concept
-Plurilingual competence
Portfolio
Section
- Passport and Biography

27. 2727
Typical
mistake
There are first-rate and second-rate
languages and cultures.
- the Germans are all square-headed, the
English are all gentlemen (or hooligans)
Right
concept
Multiculturalism, no stereotypes
Portfolio
Section
- Passport and Biography

28. 2. A CASE OF ELP IMPLEMENTATION:
- ELP for adults
- 2 Escuelas Oficiales de Idiomas
(Santander/Torrelavega): adults
(16+), 5 languages, A1-B2
1. Development of Activities (Preparatory
Period)
2. Trialling the ELP
3. Problems and solutions

29. 2.1. Development of Activities.
Objectives:
- To raise students’ awarenesss and correct
misconceptions
- To encourage self-assessment in skills
- To help learners reflect on their learning
objectives
- To help them identify their personal ways
of learning and strategies
- To enhance the students’ plurilingual and
intercultural experiences

30. The European Language Portfolio
 THE (IM)PERFECT LANGUAGE LEARNER
 STUDENT A FIND SOMEONE WHO ...
 knows five words in Italian
 can ask for directions in German
 knows the name of an African language
 has a monolingual English dictionary
 writes down the new words s/he learns
 has travelled to an English-speaking country
 enjoys watching films in English with subtitles
 reads in English much better than s/he writes
 reads texts in English on the Internet
 only studies if there is an exam
 can understand people in an English pub
 Ask the questions to different people. When you find someone who can do one of those things, ask at least two more questions
about it and give your own opinion. Write their name, answer their questions and keep on asking ...
 ---------------------------------------------------------------------------------------------------------
 THE (IM)PERFECT LANGUAGE LEARNER
 STUDENT B FIND SOMEONE WHO ...
 has been studying English for more than 5 years
 likes learning new words through songs
 is shy and finds it hard to speak in another language
 only reads books for class
 chats in English on the Internet
 prefers American English to British English
 has been to Portugal or Italy and managed to get by
 knows how to say their name in four different languages
 is better at listening than at speaking
 can order food in a restaurant in French
 has had a foreign boy/girlfriend
 Ask the questions to different people. When you find someone who can do one of those things, ask at least two more questions
about it and give your own opinion. Write their name, answer their questions and keep on asking ...

31. La Coruña 26-4-2007La Coruña 26-4-2007 3131

32. ACTIVITY: The (im)perfect language learner
AUTHOR: Jesús Ángel González (based on the model provided in the
Spanish guide for using the ELP with secondary school students)
LANGUAGE: English
LEVEL: A2-C2
TIMING: 20’to 30’
OBJECTIVES
To promote student reflection on:
- life-long learning
- autonomous learning
- language as a communicative tool
- language skills
- learning strategies
- multiculturalism and plurilingualism
- outside-the-class learning

33. SKILLS INVOLVED:
- Oral Expression
- Oral Interaction
METHODOLOGY: After handing-out the sheets, the students have to
stand up and look for a different partner for each of the questions.
Following the instructions, they then have to ask at least two more
questions related to these topics and give their own opinion. Once this
phase is over, the teacher can use the questions as a springboard to
correct common misconceptions about language learning and to
promote student awareness and a more realistic attitude to the
language learning process.
EVALUATION: Positive. It is a good way to introduce ELP/CEF
concepts, attitudes and procedures in an indirect manner. After this,
the class can move on to other aspects of the ELP.

34. Web-based Resource Centre:
http://www.ceptorrelavega.educantabria.es/http://www.ceptorrelavega.educantabria.es/

38.  At school, I studied French, Latin and
English
 I have also studied German and Arabic
 I worked in Switzerland for a summer
when I was at University
 I speak some Italian, although I’ve never
studied it
 I understand texts related to my interests
written in Catalan or Galician.

40. 3.2. Trialling the ELP. Two parallel
ways:
 Whole classes. Different approaches:
All the students
Gradual approach
 Volunteer students: tutorial sessions
after a whole-school presentation.
Schedule. Tutorial sessions designed
as forum.

41. 4141
• DO YOUDO YOU
WANT AWANT A
PORTFOLIO?PORTFOLIO?
• Ask yourAsk your
teacher, fill itteacher, fill it
in and keepin and keep
your teacheryour teacher
informed.informed.
Form 8 (rest ofForm 8 (rest of
levels), 6 & 7levels), 6 & 7
Forms 5, 9 &Forms 5, 9 &
8 (only the8 (only the
right level)right level)
BiographyBiography
Forms 1, 2, 3 &Forms 1, 2, 3 &
44
CompleteComplete
PassportPassport
PassportPassport
OptionalOptionalCompulsoryCompulsory

42. STUDENT RESPONSES YES NO ?
The ELP helps me to show what I can do in other
languages
87 1 10
I like to become responsible for my own language
learning process, as shown by the ELP
79 8 11
I find it useful to self-assess my progress and
proficiency in languages
61 18 19
The time devoted in class for the ELP has been
useful
63 5 30
All the students should be encouraged to have their
own ELP
86 2 10
It is important for every European citizen to learn
at least two languages apart from their own
90 4 4

43. STUDENT RESPONSES (+)
 Aware of their strengths and weaknesses
 Able to set realistic learning objectives
 Language learning as a life-long process
(Autonomy)
 Learning strategies (inside and outside the
class)
 Intercultural experiences gained value

44. STUDENT RESPONSES (-)
 Self-assessment is difficult (But good:
Communicative proficiency easier to
assess than linguistic proficiency)
 Doubts about the practicality of the
document (Pedagogical vs. Reporting
function: lack of purpose for the working
world)
 Bulky format
 Repetition/Redundancy

45. TEACHERS’ RESPONSES
 Students had become autonomous
and aware of the learning process
 Language learning as an action-
oriented process (grammar and
vocabulary as a means to an end:
communication)

46. TEACHERS’ RESPONSES
 Tutorial sessions:
• Advantage: volunteer students
• Autonomous process (teacher as mentor)
 Whole classes:
• Students were not as enthusiastic or
autonomous
• Some forms were not user-friendly
 Need to include the ELP principles in all
our classes

47. 2.3. Problems and solutions
2.3.1. Self-Assessment: Dialang Test
 CEF-based on-line language assessment
system
 Tests in 14 European languages
 Diagnosis of language skills (Writing,
Listening and Reading Comprehension)
 It provides feedback and advice
 www.dialang.org

48. The European Language Portfolio

49. The European Language Portfolio

50. 2.3.2. Lack of purpose for the working
world (Reporting Function): Europass
http://europass.cedefop.europa.eu/europass/home/hornav/Introduction.csp?loc=en_GB

51. Europass is a document which helps people to:
• make their skills and qualifications clearly and
easily understood in Europe
• move anywhere in Europe
Europass consists of five documents:
 two documents (Europass curriculum vitae (CV)
and Europass Language Passport) you can fill in
yourself; and
 three other documents (
Europass Certificate Supplement,
Europass Diploma Supplement and
Europass Mobility) filled in and issued by
competent organisations.

55. 2.3.3. What’s this for?: FAQ stressing the
pedagogical function
“Above all, this is for you. To help you
learn to learn, to make you aware of the
real aims of language learning, the
different ways of learning, what you
already know, what is still ahead, how to
reach specific objectives, how to record
your linguistic competence, your
experiences, your language CV… As to the
working world, it is not too well-known
yet, since we are still in a preliminary
phase, but it will in due time.”

56. 2.3.4. Repetition/Redundancy: Partial
completion (one language only,
voluntary forms). Pedagogically
satisfying even it it can’t be used as
a reporting tool
2.3.5. Bulkiness of the format:
Electronic-ELP (MEC under way,
www.eelp.orgwww.eelp.org))

58. 2.3.6. Need to include the ELP
principles in all our classes: ELP-
oriented pedagogy.
 54 in-class portfolio-oriented
activities in English, French, Italian
and German
 Web-based Resource Centre
 An example: B1 120-hour English
course

59. B1 English Course
 One or several language learning
awareness-raising activities like ”The
(Im)perfect Language Learner”
 Skills self-assessment:
• Filling in the assessment grid section of the
Passport
• Dialang session
 ELP and curriculum integration: definition
of the course objectives according to the
CEF by means of the ELP’s “can-do”
checklists

60. B1 English Course
 Autonomous learning: Surfing the net
to learn a foreign language.
Personal website/class blog/webquests
with links to a variety of foreign language
websites, as well as links to ELP-related
institutions (Council of Europe, Europass,
ALTE, etc.).
An example: http://www.educantabria.es/portal/web/jesus_gonzalez

61. B1 English Course
 One or several activities promoting
multiculturalism, like “British Culture Quiz”
http://www.ceptorrelavega.educantabria.es/asesorias/presentacion-lleehttp://www.ceptorrelavega.educantabria.es/asesorias/presentacion-llee
 Language Reflection: One or several activities
like “My Linguistic Biography”
http://www.ceptorrelavega.educantabria.es/asesorias/presentacion-lleehttp://www.ceptorrelavega.educantabria.es/asesorias/presentacion-llee
 After that, ELPs are handed to voluntary
students and one or two after-class tutorial
sessions are devoted to helping the students fill
them in and choose some of their best work for
the Dossier.

62. 3. Washback effect on teachers
 CEFTrain
 DVD Spoken performances (Centre
international d’études pédagogiques)
 Teaching Portfolios:
• EPOSTL
• Profiling Grid for Language Teachers

63. 6363

64. La Coruña 26-4-2007La Coruña 26-4-2007 6464

65. 6565

66. La Coruña 26-4-2007La Coruña 26-4-2007 6666

67. La Coruña 26-4-2007La Coruña 26-4-2007 6767

68. 4. Appendix: Work in progress
 University of Cantabria Graduates
Second Language Program:
• B2 in English
• B1 in English + B1 in another language
 Problem: Entrance level A2-B1 in
some skills
 Solutions?

69. 4. Appendix: Work in progress
• 6-credit English course (60 hours)
• Erasmus program
• Subjects taught in English (CLIL)
• European Language Portfolio
 Self-assessment
 Dialang
 Action Plan for future learning
 Listening log
 Resource Website

70. La Coruña 26-4-2007La Coruña 26-4-2007 7070

71. 7171
• www.coe.int/www.coe.int/portfolioportfolio
• http://www.oapee.es/oapee/intro.htmlhttp://www.oapee.es/oapee/intro.html
• http://www.ceptorrelavega.educantabria.es/asesorias/prhttp://www.ceptorrelavega.educantabria.es/asesorias/pr
esentacion-lleeesentacion-llee
• http://www.lancs.ac.uk/researchenterprise/dialang/abouhttp://www.lancs.ac.uk/researchenterprise/dialang/abou
t (Temporary site for Dialang)t (Temporary site for Dialang)
• www.eelp.org (EAQUALS_ALTE e-portfolio)www.eelp.org (EAQUALS_ALTE e-portfolio)
• http://europass.cedefop.europa.eu/europass/home/hornhttp://europass.cedefop.europa.eu/europass/home/horn
av/Introduction.csp?loc=en_GBav/Introduction.csp?loc=en_GB
• www.ecml.atwww.ecml.at
• http://epostl2.ecml.at/http://epostl2.ecml.at/
• http://www.helsinki.fi/project/ceftrain/index.php.35.htmhttp://www.helsinki.fi/project/ceftrain/index.php.35.htm
l (Ceftrain)l (Ceftrain)
• http://www.ciep.fr/en/publi_evalcert/dvd-productions-http://www.ciep.fr/en/publi_evalcert/dvd-productions-
orales-cecrl/index.phporales-cecrl/index.php
• http://personales.unican.es/gonzalezja/http://personales.unican.es/gonzalezja/
• http://www.educantabria.es/portal/web/jesus_gonzalezhttp://www.educantabria.es/portal/web/jesus_gonzalez