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Training teachers to use the European Language Portfolio

Training teachers to use the European Language Portfolio. Short-term project 2008-2009 ELP_TT2 Heike Speitz, Norway. The ELP, the curriculum and the textbook. Based on materials provided by David Little, Dick Meijer und Radka Perclová (adapted by Margarete Nezbeda and Heike Speitz).

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Training teachers to use the European Language Portfolio

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  1. Training teachers to use the European Language Portfolio Short-term project 2008-2009 ELP_TT2 Heike Speitz, Norway

  2. The ELP, the curriculum and the textbook Based on materials provided by David Little, Dick Meijer und Radka Perclová (adapted by Margarete Nezbeda and Heike Speitz)

  3. The ELP’s pedagogical function According to the Principles and Guidelines the ELP reflects the Council of Europe’s concern with • the development of the language learner • the development of the capacity for independent language learning The ELP • is a tool to promote learner autonomy • has a pedagogic function to guide and support the learner in the process of language learning • encourages learner self-assessment

  4. The interdependence of the pedagogical and reporting functions • If the pedagogical function is inadequately fulfilled, there may be little to report • The effort to capture key aspects of the learning process and learning outcomes is what drives the pedagogical function forward

  5. Three possible relations between the ELP and the curriculum • The ELP is developed independently of the curriculum • The ELP reflects the goals of an established curriculum • The ELP is developed along with a new curriculum that is graded according to the common reference levels of the CEFR

  6. Four modes of ELP implementation • The ELP is an extra that teachers are encouraged to use once or twice a term, or (as advised in one guide for teachers) “at least twice a year”. • The ELP exists side-by-side with the textbook. Class time is divided more or less equally between them. • The ELP becomes the primary learning tool and determines how the textbook is used. • The ELP becomes the fundamental learning tool and replaces the textbook.

  7. Workshop tasks Discuss the relation between your curricula, your textbooks and the ELP. • In which elements is the ELP compatible with your curricula? • In which elements is the ELP compatible with the textbook(s) you are using? • Choose three descriptors / “can do” statements and find as many textbook activities as possible that help your learners to develop and achieve the corresponding competence.

  8. Workshop Why should my learners use a portfolio? • “can do” – learning process and motivation • Individual language learning experiences • Learning strategies – lifelong learning • Self-assessment • Intercultural experiences • Documentation • …?

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