EPOSTL 10 years on: impact and issues

1. EPOSTL 10 years on: impact and issues David Newby

2. EPOSTL authors

3. EPOSTL workshop participants D. Newby

4. EPOSTL students’ workshop participants D. Newby

5. Piloting and Implementing the European Portfolio for Student Teachers of Languages (EPOSTL 2) D. Newby

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9. EPOSTL • Arabic • Croatian • English • French • German • Greek • Hungarian • Italian • Lithuanian • Polish • Romanian • Spanish • Japanese version • Russian D. Newby

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13. 4 aspects of the EPOSTL • Content of the EPOSTL • Rationale underlying the EPOSTL • Using the EPOSTL • Strategic measures • Impact/uptake/acceptance – on students, on teacher education D. Newby

14. Descriptors in EPOSTL - Design Criteria • comprehensive • transparent • coherent (CEFR, p.7) D. Newby

15. Competences Language and culture as competences CEFR Learners’ competences ELP Teachers’ competences EPOSTL D. Newby

16. Communalities: CEFR – EPOSTL • A reflective mode of learning and teaching • ‘I can’ self-assessment • An autonomous view of both learning and teaching • Life-long learning – a recognition that both learning and ‘learning to teach’ are a life-long process • Action-oriented approach • social agents • users of language D. Newby

17. Reflection ‘I used it for the Speaking/Spoken Interaction section ... I found it useful, for just going through and deciding if I could “create a supportive atmosphere” ... what do I do with the children so that they could feel comfortable with speaking?’ - Student of Barry Jones, UK. D. Newby

18. Communalities: CEFR – EPOSTL • A reflective mode of learning and teaching • ‘I can’ self-assessment • An autonomous view of both learning and teaching • Life-long learning – a recognition that both learning and ‘learning to teach’ are a life-long process • Action-oriented approach • social agents • users of language D. Newby

19. Self-Assessment D. Newby 19

20. Self-Assessment D. Newby 20

21. Self-assessment descriptors issues: where to start? how to cope with large number? whether all need to be covered how to encourage reflection – EPOSTL is not a checklist self-assessment – what if students unwilling or unable to do it? ‘impressionistic’ self-assessment – no quantitative scale should this be the property of the student or can it be part of course assessment? D. Newby

22. 4 aspects of the EPOSTL • Content of the EPOSTL • Rationale underlying the EPOSTL • Using the EPOSTL • Strategic measures • Impact/uptake/acceptance – on students, on teacher education D. Newby

23. Issues in using the EPOSTL Questions […] asked by teacher trainers planning to pilot the EPOSTL: • How should I integrate the EPOSTL in my teaching? • How exactly does the EPOSTL relate to the curriculum? • How often should I use the EPOSTL? • Can learners really be trusted to assess themselves honestly? • How can I help them to develop their capacity for self-assessment? Hanna Komorowska: the EPOSTL and the European Language Portfolio (in Newby, ed. 2012) D. Newby

24. Getting feedback on the use of the EPOSTL Introducing the EPOSTL to student teachers Reflection using the EPOSTL during the school practicum Selecting the sections for self-assessment Employing ‘can-do’ descriptors for micro-teaching Integrating the ‘can-do’ descriptors into the course Stages in implementing EPOSTL – Natalia Orlova D. Newby

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26. Beyond the EPOSTL • ECML – related projects • Interactive Use of EPOSTL with the ePortfolio System EPOS • FREPA - Framework of Reference for Pluralistic Approaches to Languages and Cultures • EAQUALS • EAQUALS Framework for Language Teacher Training and Development • EAQUALS Framework for Teacher Self-assessment, Teacher Training and Development • European Commission • European Profile for Language Teacher Education • European Profiling Grid + e-Grid (online) EPOSTL

27. The Impact of EPOSTL - Frank Heyworth • It is based solidly within the policy and achievements of the Council of Europe in language education. The formulation of the can do statements reflects those that are already familiar to teachers and learners using the Common European Framework of Reference  • It is based on coherent theories of learning and teaching. In the publication « Insights into the EPOSTL » there are descriptions of how its principles are linked to ideas of learner autonomy, to reflective practice, to social constructivist approaches to learning, to inter-cultural understanding. D. Newby

28. The Impact of EPOSTL - Frank Heyworth • At the same time, it is closely based on practice. The descriptors are recognisably close to the practical mythological issues that teachers meet • It is the result of a long-term commitment to the development of the project – 8 years of work in ECML projects, continued development generated by its usefulness, so that a body of experience, expertise and research has been built up around it. D. Newby

29. The Impact of EPOSTL - Frank Heyworth Hanna Komorowska comments that in Poland “EPOSTL categories are so popular now that many directors of studies or mentors would not know they are using EPOSTL categories, perhaps would not even quote EPOSTL thinking that these are basic categories everybody interested in FLT methodology should know.” D. Newby