4 european language portfolio

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4 european language portfolio

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4 european language portfolio

  1. 1. The EThe European Languageuropean Language PortfolioPortfolio Jesús Ángel GonzálezJesús Ángel González Universidad de CantabriaUniversidad de Cantabria
  2. 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. 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. 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. 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. 6. 3-8 year-olds
  7. 7. 8-12 year-oldsyear-olds
  8. 8. The European Language Portfolio 12-16/18 year-oldsyear-olds
  9. 9. The European Language Portfolio + 16
  10. 10. 1010 • Sections:Sections:  Language PassportLanguage Passport  Language BiographyLanguage Biography  DossierDossier
  11. 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
  12. 12. 1515 DOSSIER:DOSSIER: Record of work done and materialsRecord of work done and materials used (Portfolio of an architect)used (Portfolio of an architect)
  13. 13. 1616 LANGUAGE BIOGRAPHY (3-5 year-olds)LANGUAGE BIOGRAPHY (3-5 year-olds)
  14. 14. 1717 LANGUAGE BIOGRAPHY (8-12)LANGUAGE BIOGRAPHY (8-12)
  15. 15. 1818 LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)
  16. 16. 1919 LANGUAGE BIOGRAPHY (12-16)LANGUAGE BIOGRAPHY (12-16)
  17. 17. 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
  18. 18. 2121 Typical mistake Learning a language is learning the grammar and vocabulary Right concept -Language skills Portfolio Section - Passport and Biography
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. 2626 Typical mistake Learning one language is more than enough Right concept -Plurilingual competence Portfolio Section - Passport and Biography
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27. 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 ...
  28. 28. La Coruña 26-4-2007La Coruña 26-4-2007 3131
  29. 29. 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
  30. 30. 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.
  31. 31. Web-based Resource Centre: http://www.ceptorrelavega.educantabria.es/http://www.ceptorrelavega.educantabria.es/
  32. 32.  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.
  33. 33. 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.
  34. 34. 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
  35. 35.  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
  36. 36. 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
  37. 37. 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
  38. 38. 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)
  39. 39. 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
  40. 40. 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
  41. 41. The European Language Portfolio
  42. 42. The European Language Portfolio
  43. 43. 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
  44. 44. 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.
  45. 45. 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.”
  46. 46. 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))
  47. 47. 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
  48. 48. 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
  49. 49. 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
  50. 50. 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.
  51. 51. 3. Washback effect on teachers  CEFTrain  DVD Spoken performances (Centre international d’études pédagogiques)  Teaching Portfolios: • EPOSTL • Profiling Grid for Language Teachers
  52. 52. 6363
  53. 53. La Coruña 26-4-2007La Coruña 26-4-2007 6464
  54. 54. 6565
  55. 55. La Coruña 26-4-2007La Coruña 26-4-2007 6666
  56. 56. La Coruña 26-4-2007La Coruña 26-4-2007 6767
  57. 57. 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?
  58. 58. 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
  59. 59. La Coruña 26-4-2007La Coruña 26-4-2007 7070
  60. 60. 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

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