Dissemination and Implementation of ELP in Austria

1. Dissemination and Implementation of ELP in Austria A short overviewStrategic considerations

2. ELP Models • ELP for Young Learners (Age 6-10) • ELP for Lower Secondary (10-15) • ELP for „Young Adults“ (15-19+)

3. Common characteristics • Designed as to stimulate and support • modern, functional language teaching, • language and intercultural awareness • learning and research techniques • Introspection, self-awareness (matched to age group) • autonomous planning, goal setting • Developing pluri-/multilingualism • Plurilingualism (e.g. dialect, migrant background) • Multilingualism in the classroom / community • Getting used to an „international“ instrument

4. Testing and evaluating .. • Each Portfolio was • piloted by 40 teachers & 800 – 1000 students • evaluated systematically by both target groups • revised after evaluation • Topics of Evaluation were • General acceptance, usability, layout, preferences for parts of ELP, etc. • Actual work in the classroom, influence on teaching and learning behaviour (ESp 15+), changes in teaching methodes and styles • Teacher-student interaction, teacher-cooperation • Conditions for dissemination of ELP to a wider public; • Necessary conditions for teachers to (learn to) introduce the ELP into their classrooms

5. Strategies of dissemination & implementation • Pilot teachers  multipliers/TT database on ÖSZ website • Teacher training (in-service) • Design of teacher education courses • Offer of ELP „free of charge“ for interested schools • Connect ELP to innovations widely known in the public (educational standards) • CROMO (intercultural supplement; It/SLO/AT) • PR (educational electronic platforms) • Project „SEMLANG“ (ELP in European teacher education – „Kelly report“)

6. Strategies: Publications Designed as „help for self-help“-materials: • Special focuses (e.g checklists for slower learners; „CROMO on intercultural learning)) • Practical teaching examples • Materials for Multipliers • Step-by-step guides for the practical use of ELP in the classroom

7.  It‘s all not enough!

8. + ELP meets interest of motivated teachers Makes „pedagogical dreams“ come true „European“ instrument -- Preaching to the converted No intrinsic need for ELP felt Not widely known Price (costs) Challenging (complexity, text load) Little interest from the side of parents, school inspection Supporting / impeding factors

9. Impact on language teaching and learning Very hard to estimate! • More discussion about pedagogical/ methodological issues, such as • learner autonomy / self-directed learning • Assessment, (self-)evaluation • CEFR (tertiary colleges; universities) • Interest of publication houses • BUT: more conservative language textbooks! (???) • Pluri- and Multilingualism high(er) on the agenda • Conferences, meetings • LEPP-process in AT • Working programme of the Minister

10. The future … … is not ours to see, BUT: • Embed ELP in current school development initiatives (e.g. „Neue Mittelschule“) • Some flexibility in ELP application to be considered … (reduce complexity?) • Link to schoolbooks • Electronic versus palimpsest …?? • From „ELP-couples“ to whole school approach (cf. John Trim: „If in doubt, small is beautiful…“)

11. Merci für Ihre attention! Gunther Abuja abuja@oesz.at www.oesz.at