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PRIMARY LANGUAGE PORTFOLIO (PLP) PROJECT progress report Nida Burneikait ė LITHUANIA

This project aims to enhance student responsibility, independence, and intercultural awareness through the implementation of the Primary Language Portfolio (PLP) methodology in grades 2-4. The project involves creating 'own' portfolios, integrating the PLP into the primary portfolio, and writing guidelines for PLP use.

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PRIMARY LANGUAGE PORTFOLIO (PLP) PROJECT progress report Nida Burneikait ė LITHUANIA

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  1. PRIMARY LANGUAGE PORTFOLIO (PLP) PROJECT progress report Nida Burneikaitė LITHUANIA Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  2. background • validated ELPs in Lithuania: • grades 9-12, 2006 • grades 5-8, 2010 • portfolio methodolody at primary level • all subjects • non-compulsory Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  3. description of context-1 Who we are:Primary Language Portfolio Project LATEFL/LAKMA PE-SIG Area: Lithuania: Vilnius, Kaunas, Klaipėda etc. Numbers: 20 teachers, 17 schools,~1000 sts School, age: grades 2-4, 8-10 year-olds Profile: MT: Lithuanian, Polish, German Languages taught: English as FL, Lithuanian as L2 ELP model: no standard ELP Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  4. description of context-2 Motivation: interest in ELP concept and assessment Aims: - enhance st responsibility, independence, intercultural awareness - try out ELP methodology in grades 2-4 - create ‘own’ portfolios / sample tasks - integrate ELP into primary portfolio - write guidelines for PLP use Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  5. description of context-3 Status: approved by principals Initiative: national teacher association; PE-SIG Experience: EFL coursebook-related portfolio primary portfolio Material: validated ELP samples national curriculum guidelines project worksheets/assignments publications on portfolio methodology Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  6. organisation-1 Coordinator: myself as LATEFL PE-SIG Incentives: ECML certificate LAKMA certificate Cooperation: monthly meetings/seminars online consultations analysis of ELP elements designing and trying out ‘own’ tasks evaluation of effectiveness Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  7. organisation-2 Duration of project: • 2009/10 – the learning stage - producing sample tasks / portfolios - writing guidelines for PLP use • 2010/11 – the sharing stage [hopefully] - school teams - more teachers /schools - more languages Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  8. pedagogical exploitations-1 • Techniques to develop learner autonomy: - monthly self-assessment activity (topic-based) - sts set own learning targets - sts revise dossier - peer-assesment - end of term/year self-assessment (skills-based) - ‘what helps me learn’ activity Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  9. pedagogical exploitations-2 • Plurilingualism and intercultural awareness:- languages inside /outside the country - countries I have visited / would like to visit - people I have met / would like to meet - countries, capitals, holidays, traditions, foods - TV channels, films, games etc - words I know in other languages Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  10. pedagogical exploitations-3 • Involving parents: - monthly Parents’ Day for Primary Portfolio - parents give feedback on sts portfolio work - home assignments on - intercultural experience - using/learning languages outside the classroom Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  11. evaluation-1 • Impact on teachers • increased confidence in achieving goals • better focus on skills (what sts can do) • more humanistic approach to assessment • cooperation between FL+MT+L2 teachers • Indicator of impact • tasks designed for (self-)assessment • terminology and symbols used • self-perception as reflected in feedback Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  12. evaluation-2 • Impact on students - increased independence, responsibility • Indicator of impact - positive emotions - better self-assessment skills • Data collected - continuous observation - end of project feedback Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  13. evaluation-3 • Impact on parents • increased interest in children’s work • cooperation in home assignments • Indicator of impact • changed behaviour at parents’ meetings • feedback on sts’ porfolio work Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  14. preliminary feedback-1 PLP project group are ‘happy about’: - better understanding of curriculum - better quality of assessment tasks - involve sts in setting targets - involve sts in discussing evaluation criteria - positive new experience - professional and personal development Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  15. preliminary feedback-2 PLP project group are ‘unhappy about’: - format of tasks - English or Lithuanian - learner objectivity in self-assessment - time-scale; when / how often - what should be kept in dossier - where should portfolios be kept - difference between grades 2/3/4 - how many skills at a time Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  16. further steps • Final meetings of PLP project group • Writing guidelines for PLP use • (Self-)evaluation of project group work • Writing final report • Presenting PLP project at LAKMA assembly • Setting further goals and planning follow-up • Looking for support Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  17. swot • Strengths: • bottom-up / voluntary • genuine interest / creativity • Weaknesses: • no financial support • time constraints Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  18. swot • Opportunities: • finding support • involving other language associations • Threats: • lack of interest / enthusiasm • lack of support at all levels Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

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