1. ELP-TT Training teachers to use the European Language Portfolio Short-term project 2008-2009 ELP_TT2 Project coordinator: Margarete Nezbeda, Austria

2. ELP-TT The European Language Portfolio: structure and origins What is the ELP? (David Little; adapted by Margarete Nezbeda and Heike Speitz)

3. ELP-TT Origin of CEF and ELP: Rüschlikon Symposium (1991) recommended the development of a Common European Framework for Languages to promote and facilitate co-operation among educational institutions in different countries provide a sound basis for the mutual recognition of language qualifications assist learners, teachers, course designers, examining bodies and educational administrators to situate and coordinate their efforts. It also recommended the ELP as an implementation tool for CEFR

4. ELP-TT Key features Designed to promote plurilingualism and pluriculturalism Values all language and intercultural learning, whether it takes place in formal educational contexts or outside them Learner self-assessment is carried out against the metric of the Common Reference Levels of the Common European Framework of Reference

5. ELP-TT Three obligatory components: Language Passport – summarizes owner’s linguistic identity, her/his language learning and intercultural experience; records owner’s self-assessment Language Biography – provides reflective accompaniment to the ongoing processes of learning and using second languages and engaging with the cultures associated with them Dossier – collects evidence of L2, L3, L4 … proficiency and intercultural experience.

6. ELP-TT Two functions Pedagogical function – the ELP: designed to make language learning process more transparent to the learner and foster the development of learner autonomy (cf. the Council of Europe’s commitment to education for democratic citizenship and lifelong learning) Reporting function – the ELP provides practical evidence of L2, L3, L4 … proficiency and intercultural experience

7. ELP-TT The CEFR‘s common reference levels The Common European Framework of Reference (Council of Europe 2001) defines communicative proficiency at six levels, arranged in three bands A1 A2 B1 B2 C1 C2 in relation to five skills: listening, reading, spoken interaction, spoken production, writing in the form of “can do” statements

8. ELP-TT I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Self-assessment grid (CEFR and standard adult passport)

9. ELP-TT CercleS ELP: goal-setting and self-assessment checklists: Spoken interaction, B1

10. ELP-TT CEFR: Competences To carry out communicative activities, we need certain competences: 1.General competences Declarative knowledge (savoir) Skills and know-how (savoir-faire) Existential competence (savoir-être) Ability to learn (savoir apprendre)

11. ELP-TT 2. Communicative language competences Linguistic competences –lexical –grammatical –semantic –phonological –orthographic Sociolinguistic competence –Politeness conventions, expressions of folk wisdom, register differences, dialect and accent etc. Pragmatic competences –flexibility, turntaking, thematic development, coherence and cohesion

12. ELP-TT Competences are necessary in order to perform linguistic activities Cf. CEFR chapter 5 Example: Your learners imagine that they are among native speakers of the target language. What can your learners actually do in the target language? (e.g. I can introduce myself; I can understand simple directions)

13. ELP-TT Growing competences Being more competent means to be able to carry out more and more activities competencesactivities

14. ELP-TT ELP-pilot projects Piloting 1998-2000 (18 educational institutions, all domains of language learing; 30.000 learners, 2000 teachers) 15 Council of Europe member states, 3 INGOs Swiss ELP-project:  supported the rest by making available checklists that drew on the empirical research on which the common reference levels of the CEF are based The Principles and Guidelines that define the ELP and govern validation and accreditation evolved in parallel with this work.

15. ELP-TT Piloting results Learners of all ages quickly tire of the ELP if they work with it only occasionally, in order to bring it up to date (especially when that is simple a matter of filling in forms and ticking boxes) Learners value the ELP to the extent that it is central to their language learning When the ELP is central to language learning it supports the development of learner reflection, self-management and autonomy The reporting and pedagogical functions support one another