European Language Portfolio First things first !!!!! What E.L.P. is not:

1. European Language Portfolio • First things first !!!!! • What E.L.P. is not: • • a document for form filling • • a means of testing • • a workbook to be put away Attività proposta da Ripamonti Francesca-Docente Inglese-Scuola sec. II grado

2. What is a European Language Portfolio? • The European Language Portfolio is the property of the learner • It is a document where the learner can record and reflect on his/her language learning and cultural experiences • The European Language Portfolio was developed by the Council of Europe, Strasbourg, from 1998 until 2000. • It was launched on a pan-European level during the European Year of Languages (2001) as a tool to support the development of plurilingualism and pluriculturalism.

3. Recommendations to Member States • The Council of Europe recommends that • the Governments of the Member States, in harmony with their education policies: • support the introduction of a European Language Portfolio in the schools • create favourable conditions for the wide use of the ELP according to the Principles and Guidelines laid down bythe Education Committee;

4. develop the use by learners of a personal document (Language Portfolio) to record their significant linguistic experiences in an internationally transparent manner • facilitate co-operation between education institutions and other agencies, be they public or private, for the harmonious implementation of ELPs; • make copies of all validated ELPs readily available in order to help their promotion • organize workshops and teacher training for ELP developers, HERE WE ARE!

5. « The success of the ELP depends crucially on the ministries of education of the member states » • The Council of Europe has requested all the European member states • to participate in the development of the ELP projects • to co-ordinate the validated ELP models at a national level

6. The Italian Ministry of Education has recently adopted this line: • “……possedere nelle lingue straniere studiate competenze ricettive, produttive, di interazione e mediazione in linea con i documenti europei ufficiali (QCER-quadro comune europeo di riferimento- e P.E.L. –portfolio europeo delle lingue)…”

7. WHY, a Language Portfolio? The ELP has two main aims: a) PEDAGOGIC FUNCTION : • to motivate learners by a diversification of their language skills at all levels • to improve their ability to communicate in different languages • to help learners reflect on their objectives, ways of learning and success in language learning • to plan their learning • to learn autonomously • to encourage learners to enhance their plurilingual and intercultural experience, for example through contacts and visits, reading, use of the media, projects

8. b) RECORDING FUNCTION: • to provide a record of the linguistic and cultural skills/ levels of competence the learners have acquired (to be consulted, for example, when they are moving to a higher learning level or seeking employment at home or abroad). • to inform others in a detailed and internationally comparable manner. • to have up-to-date self-assessment The Learner can see the progress s/he has made in a transparent manner

9. THE ELP is based on 5 Skills: Listening Writing • Speaking • Spoken Interaction Reading These 5 skills are organised into 6 levels (an interpretation of the classic division into basic, intermediate and advanced) to help learners self-assess their level of proficiency.

10. BASIC DIVISION OF the LANGUAGE PORTFOLIO • 1) The Passportsection provides an overview • of the individual’s proficiency (in terms of skills as set by the CEF) in different languages at a given point in time. • It records formal qualifications and describes language competencies and significant language and intercultural learning experiences • 2) The Language Biographyfacilitates the learner’s involvement in planning, reflecting upon and assessing his or her learning process and progress. • It encourages the learner to state what he/she can do in each language and to include information on linguistic and cultural experiences gained in and outside formal educational contexts; • it is organised to promote plurilingualism • 3)The Dossieroffers the learner the opportunity to select materials to document and illustrate achievements or experiences recorded in the Language Biography or Passport.

11. CHI COMPILA E TIENE AGGIORNATO IL PORTFOLIO? TU! • Tu sei il protagonista del tuo apprendimento, quindi sarà tuo compito aggiornare le varie parti del Portfolio. • Per fare questo sarai aiutato da: • • il tuo insegnante di lingua, che valuterà quali livelli hai raggiunto nelle varie abilità • (parlato, ascolto, lettura, scrittura e interazione orale) • • la tua famiglia, che ti aiuterà a ricordare le tue esperienze linguistiche e a compierne di nuove. • • i tuoi compagni, che, interagendo con te, ti aiuteranno a svolgere le attività incluse,

12. Example of PEL Self-Assessment grid -Level A1- LISTENING .