ESTRUCTURE
ORIGINS
RESEARCH FOR IMPLEMENTATION
CHALLENGES
FUNCTIONS
COMPONENTS
DEFINITION
The ELP is a document in which those who are learning or have learned one or more languages can record and reflect on their language learning and intercultural experiences
Reporting
Pedagogical
Language biography
Dossier
Language passport
Thanks to the Rüschlikon Symposium (1991) the ELP was developed
Self-assessmet
Three ways
Common European Framework (CEF)
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
Communicative activities
Levels
Spoken interaction
Spoken production
Reading
Writing
Listening
A2 - Waystage
B1 - Threshold
A1 - Break-trough
B2 - Vantage
C1 - Effective operational proficiency
C2 - Mastery
Reflective teaching and learning
PROJECT: Language learning for European citizenship
Depends crucially on reflection and selfassessment
ELP: Should be piloted until 2001, The European year of Languages
Certificates
Diplomas
Plurilingualism
Cultural awareness
Language learning process more transparent
Learner autonomy
Leni Dam (1995).
Learner autonomy
Significant experiences
Formal language qualification
Linguistic identity
Owner's assessment of the proficiency in the L2
For the future
Refining the model
Monitor progress
Intercultural experiences
Language learning target
Bank of descriptors on which ELP developers could draw
Why are we learning it?
Selection of work that represent the L2 proficiency
How are we learning?
How successfull is our learning?
What are we going to learn next?
What are we learning?
Three kinds of groups
Individual reserch projects undertaken by a postgraduate student
Action research undertaken by an individual teacher or by a group of teachers who are collaborating on ELP implementation.
Reserch projects that explore one or more aspects of ELP implementation.
Learners should gradually develop the capacity to engage in reflection and evaluation in their second/foreign languages
based on
Teacher development
Symbiotic relation between learner reflection and
teacher reflection.
The need for a whole-school policy
Should be used for all language learning that goes on within a particular institutional context
Carlos Valle Carrasco
Raquel Olivares Jover
Laura Ballester Cuñat
Sandra Gonga Villanueva
Sergio Caballero Martí