ELP-TT Training teachers to use the European Language Portfolio Short-term project 2008-2009 ELP_TT2 Heike Speitz, Norway.
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ELP-TT Training teachers to use the European Language Portfolio Short-term project 2008-2009 ELP_TT2 Heike Speitz, Norway
ELP-TT How to introduce the ELP to our students? Explaining reporting function Emphasizing the value of the CEF Talking about own learning experiences Talking about intercultural experiences Showing examples of progress …
ELP-TT Why reflection in (FL) learning? Experience (linguistic / cultural / learning processes / personal growth) is the key to language learning – but not sufficient Experience needs to be processes consciously: notice learning develop awareness take charge of learning Transform observation / information into personal understanding and knowledge Learning has to be done by the student!
ELP-TT Why reflection in (FL) learning? Leo van Lier (1996, 11): “To learn something new one must first notice it. This noticing is an awareness of its existence, obtained and enhanced by paying attention to it.”
ELP-TT What is reflection? Interplay between looking ahead (action directed by an idea) and looking back Learning as a continuous process of reconstruction of experience: anticipate act observe evaluate organise ideas for future use
ELP-TT How to involve our learners? Creating learning activities Goal-setting Self-assessment Peer-assessment …
ELP-TT Raising your learners’ self-esteem Initiate a discussion with your learners about “can do” statements. Emphasize the need to think positively. Initiate a discussion with your learners about I can do statements. Emphasize the need to think positively. Ask your learners to imagine that they are among native speakers of the target language. Help them to recognize what they are able to do in the target language. Elicit from them as many I can do statements as possible (e.g. I can introduce myself; I can ask people how they are and react to their response; I can understand simple directions; I can understand short, simple messages on postcards). Provide them with the target language expressions they need in order to perform this task; alternatively, allow them to use their mother tongue. Little, D. & Perclová, R. (2001). European Language Portfolio Guide for Teachers and Teacher Trainers (p. 22). Strasbourg: Council of Europe, Modern Language Division.
ELP-TT Example: “Two minute talk” Find a partner who knows the same foreign language as you. Choose one “I can”-descriptor from the checklist on spoken interaction For two minutes, talk about a topic you have chosen yourself (starting NOW) How well did you manage the task? How well did your partner manage?
ELP-TT Connecting levels and ”I can” with the textbook Before starting a new chapter in the textbook, briefly go through it with your learners. Get them to identify the main aim(s) of the chapter and express these as one or more “can do” statements. After you have finished the chapter, get your learners to work in pairs to assess how far they have attained the objective(s). Little, D. & Perclová, R. (2001). European Language Portfolio Guide for Teachers and Teacher Trainers (p. 42). Strasbourg: Council of Europe, Modern Language Division.
ELP-TT How to start? Passport Biography Dossier
ELP-TT How would you start portfolio work with your learners ? Find and discuss own ideas in small groups Present two possibilities (poster)