Please enable JavaScript.

Coggle requires JavaScript to display documents.

Portfolio (CHALLENGES (Reflective teaching and learning (Leni Dam (1995). …

- - - - Certificates
      - Diplomas
    - - Plurilingualism
      - Cultural awareness
      - Language learning process more transparent
      - Learner autonomy
  - - - Monitor progress
      - Intercultural experiences
      - Language learning target
    - - Selection of work that represent the L2 proficiency
    - - Significant experiences
      - Formal language qualification
      - Linguistic identity
      - Owner's assessment of the proficiency in the L2
- - - - Communicative activities
        
        Spoken interaction
        
        Spoken production
        
        Reading
        
        Writing
        
        Listening
      - Levels
        
        A2 - Waystage
        
        B1 - Threshold
        
        A1 - Break-trough
        
        B2 - Vantage
        
        C1 - Effective operational proficiency
        
        C2 - Mastery
- - - - Learners’ honesty: to detect serious discrepancies between learners’ self-assessment and their examination grades
      - The goals or the monitor progress is formative rather than summative: it supports and guides learning as it takes place
      - The basis for self-assessment in the ELP is provided by 'can do' statements
  - - - Why are we learning it?
      - How are we learning?
      - How successfull is our learning?
      - What are we going to learn next?
      - What are we learning?
  - - - Bank of descriptors on which ELP developers could draw