5 Aims of the ELP= a document in which those who are learning or have learned a language – whether at school or outside school – can record their language learning and cultural experiences (www.coe.int/portfolio)to motivate learners by acknowledging their efforts to extend and diversify their language skills at all levels;to provide a record of the linguistic and cultural skills they have acquired
7 The Council of Europe Founded in 1949 to: Defend human rights, parliamentary democracy and the rule of lawDevelop continent-wide agreements to standardize member countries’ social and legal practicesPromote awareness of a European identity based on shared values and cutting across different cultures
8 Key instruments European Convention on Human Rights (1950) European Cultural Convention (1954)
9 Council of Europe and language learning European Cultural Convention, Article 2:“Each Contracting Party shall, insofar as may be possible,a) encourage the study by its own nationals of the languages, history and civilisation of the other Contracting Parties and grant facilities to those Parties to promote such studies in its territory, andb) endeavour to promote the study of its language or languages, history and civilisation in the territory of the other Contracting Parties and grant facilities to the nationals of those Parties to pursue such studies in its territory”
10 The Council of Europe‘s cultural/educational agenda Education for democratic citizenship hence a commitment to learner autonomy and lifelong learningPromotion of cultural and linguistic diversity hence a commitment to plurilingualism and partial competencesFacilitating individual mobility hence a desire to establish a means of comparing different systems of certification
11 Implementing this agenda Language Policy Division (Strasbourg)Responsible for developing key policy documents and instruments, including the Common European Framework of Reference and the European Language Portfolio
12 Implementing this agenda European Centre for Modern Languages (Graz)“Partial agreement” (33 C of E member states)Projects built around workshops and conferences aim to disseminate ideas and good practice in relation to language teaching and learning.: 20 projects with 4 strandsELP_TT2: Short-term project for further implementation of the ELP and materials developed in ELP_TT ( )
13 Origins of the CEFR and the ELP Rüschlikon Symposium (1991) recommended the development of a Common European Framework for Languages toPromote and facilitate co-operation among educational institutions in different countriesProvide a sound basis for the mutual recognition of language qualificationsAssist learners, teachers, course designers, examining bodies and educational administrators to situate and coordinate their efforts.
14 ELP pilot projects ( )Piloting (18 educational institutions, all domains of language learning; 30,000 learners, 2000 teachers)15 Council of Europe member statesSwiss ELP-project: supported the rest by making available checklists that drew on the empirical research on which the common reference levels of the CEFR are basedThe Principles and Guidelines that define the ELP and govern validation and accreditation evolved in parallel with this work.
16 Principle 1 The promotion of plurilingualism and pluriculturalism: Each ELP must take account of all the owner’s language and intercultural learning, wherever it takes placeIt must provide space for recording (i) all experience of learning and using second/foreign languages and (ii) competence in a number of languagesAn exception has been made for ELPs designed for use by migrants learning the language of their host community.
17 Principle 2 The ELP is the property of the learner: The individual learner owns his/her ELP in a literal and a metaphorical senseThe individual learner is responsible for his/her ELP as a physical objectThe individual learner is also responsible for the regular self-assessment that is fundamental to effective ELP useNote that self-assessment generally requires guidance appropriate to the age of the learner
18 Principle 3 The ELP has two functions: A pedagogic function - to guide and support the learner in the process of language learningA reporting function - to record proficiency in second/foreign languagesThese two functions are interdependent:If the ELP is not central to the experience of language learning, there will be little worth reportingThe effort to capture and record the process as well as the products of learning drives the pedagogical function forward
19 Principle 4 The ELP is based on the CEFR: It makes explicit use of the CEFR’s common reference levelsThese levels are summarized in the self-assessment grid (Table 2 of the CEFR), which must be included in all ELP modelsAn exception is made in the case of ELPs for very young learners (the self-assessment grid must be available to teachers, parents and other stakeholders)
20 Principle 5 The self-assessment grid is not enough: ELPs must also include appropriately formulated and detailed checklists (“I can …”) to help learners (and teachers) to set learning targets and evaluate learning outcomes
21 Principle 6 The ELP records more than self-assessment It encourages the recording of assessment by teachers, educational authorities and examination bodiesNote that the principle of learner ownership means that the recording of teacher assessment should always be independent of the learner’s self-assessment
23 Design feature 1 The ELP has three parts: The language passport - an updateable overview of the learner’s experience in and ability with different languagesThe language biography facilitates the learner’s involvement in planning, reflecting upon and assessing his/her learning process and progressThe dossier - a collection of pieces of work and certificates chosen by the learner to document and illustrate their language skills, experiences and achievements
24 Design feature 2 The language passport must provide for learners from ethnic minorities and expatriate/migrant groups who have a more advanced proficiency in one or more languages than their peer group is likely to achieve in schoolaccommodate the recording of partial competencesallow the owner to record formal qualifications and significant language and intercultural learning experiences
25 Design feature 3 The “standard adult passport” To facilitate pan-European recognition and mobility a standard adult passport is promoted by the Council of EuropeThe Council of Europe can provide an A5 four-colour design template (Quark Xpress) for validated ELPs that include the standard adult passportThe Council of Europe can also provide the standard adult passport in A4 format (monochrome)
26 Design feature 4 The language biography and recursive use: The language biography encourages the learner to include information on linguistic, cultural and learning experiences gained in and outside formal educational contextsThe principle of plurilingualism requires that some language biography pages focus specifically on the learner’s developing plurilingual identityAll language biography pages should be designed with recursive use in mind
27 Design feature 5 Terminology and general presentation: Every ELP must adhere to terminological conventions, standard headings and rubrics as specified by the Council of Europe, in at least one of the official languages of the Council of Europe (English or French) in addition to any other languagesEvery ELP must include a standard text about the Council of Europe (downloadable from the ELP website:)Every ELP must contain any necessary copyright attributions, state where its descriptors came from, and be clearly organized (all pages must be numbered)
28 Design feature 6Language(s) of presentation and language(s) of process:At an early stage of design ELP developers should decide on the language(s) of presentation and the language(s) of processThe Irish ELP for secondary learners has checklists in five languagesThe Czech ELP uses Czech, English, German and French, and provides free space for another language
31 Support for ELP developers The annotated version of the Principles and Guidelines (2004)The guide for ELP developers by Günther Schneider and Peter LenzThe bank of descriptors compiled by Günther Schneider and Peter LenzThe templates for language biography pages on learning how to learn and intercultural learning, compiled by David Little and Barbara SimpsonAll the above are available at the Council of Europe’s ELP website (www.coe.int/portfolio)
34 Piloting resultsLearners of all ages quickly tire of the ELP if they work with it only occasionally, in order to bring it up to date (especially when that is simple a matter of filling in forms and ticking boxes)Learners value the ELP to the extent that it is central to their language learningWhen the ELP is central to language learning it supports the development of learner reflection, self-management and autonomyThe reporting and pedagogical functions support one another
35 Interim-report 2008 by Rolf Schärer 99 validated models (about 30 countries)3 million copies producedabout learners involvedIn 16 countries the ELP models cover all educational sectors from primary to adultSeveral models have been developed by international teamsMost ELP developments have been closely related to curriculum reformsThe ELP has been used in many projects to mediate such concepts as plurilingualism, partial competence, learner autonomy, intercultural competence, self-assessment to teachers and learners
36 Conclusions so farThe ELP is an effective learning and reporting tool in a wide variety of contextsThe ELP fosters dialogue and cooperation in the learning process beyond language learningThe ELP fosters learner autonomy and positively affects motivationThe ELP is an effective tool of reflection and helps develop self-assessment competenceThe ELP reflects key educational concerns such as communicative, partial and intercultural competenceThe underlying principles of the ELP promote unity in diversity without being prescriptive
37 But also ...Not all learners and teachers favour a learner centred-approach which shifts responsibility to the learnerThe ELP is not a viable proposition if it is used mechanically to check progressThe ELP has to yield tangible benefits for the learners, teachers and schools if it is to remain attractiveA gap too wide between the demands of the curriculum and the ELP principles is difficult to manageSpace in the working routine is needed to make good use of the ELPThe status of the ELP needs to be defined on the broad educational level as well as in the local contextSustained learner and teacher support is needed to achieve the desirable long-term effects
Your consent to our cookies if you continue to use this website.