1. Taking a ‘Portfolio-approach’ to the European Language Portfolio
Introducing the Common European Framework of Reference and the European Language Portfolio into the teaching & learning process
Laura Muresan, 2001

2. When learning languages “the learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes plurilingual and develops interculturality. The linguistic and cultural competences in respect of each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how.”
(Common European Framework of Reference for Languages:
learning, teaching and assessment,
Council of Europe, Cambridge University Press, 2001)

3. Common European Framework of Reference for Languages: learning, teaching, assessment
European Language Portfolio
Adult Learner’s Guide: How you can learn languages

4. Main aims of the ELP & CEF:
stimulating a culture of lifelong language learning
encouraging plurilingualism, while giving equal status to all languages , whether learned in school or elsewhere
shifting the focus from teaching to learning, empowering the learner by transferring the responsibility from the teacher to the learner / language user
providing a basis for consistent (self-)assessment with a view to ensuring international comparability of communication competences in different languages.

5. European Language Portfolio
Biography
Language
Passport
Dossier
« diary »: personal history of the owner’s language learning experience and progress; it includes info on linguistic and cultural experiences in and outside class; it also includes self-assessment checklists
Provides an overview of the language competences at a given moment, defined in terms of skills and the common reference levels; it includes a self-evaluation grid and records formal qualifications and certification
A selection of materials to document and illustrate achievements

6. The ELP components combine:
the inventory / factual aspects with the self-reflective and self-evaluation dimension,
the documentation function with the formative, pedagogical function,
the retrospective with the prospective approaches to one’s own language learning

7. WHERE TO NEXT? (Priorities)
WHAT?
HOW WELL?
on language learning processes & progress made
WHERE TO NEXT? (Priorities)
Certificates, diplomas to confirm self-evaluation

8. Main Functions « Evidence » Pedagogical instrument
Visibility for the end-of- school results
Global evaluation
Transparency
Comparability of language levels at international level
Pedagogical instrument
Reflection on the learning process
Formative self-evaluation
Tool to facilitate the reflection on and discussion (with teacher, peers, etc.) of further objectives
Motivation

9. A ‘Portfolio’-approach to the Portfolio: Questions for reflection & discussion (1)
Have you introduced the ELP into Teacher Training or FL-teaching / learning? (If you haven’t, do you intend to introduce it?)
Which ELP version have you introduced?
With how many classes? What age groups?
What responses / reactions have you noted (or What responses would you predict) regarding
its applicability?
the awareness-raising role to the learning of several languages, including less spoken languages
the development and validity of partial competences?

10. A ‘Portfolio’-approach to the Portfolio: Questions for reflection & discussion (2)
What component was (or would be) most readily accepted by the students / trainees
the self-assessment component
awareness-raising to the value of intercultural experiences
the possibility of recording courses attended, certificates obtained
the European dimension?
As a teacher, which area / component do you see as having the highest effectiveness?

11. A ‘Portfolio’-approach to the Portfolio: Questions for reflection & discussion (3)
Have you encountered any difficulties in introducing the ELP into the teaching process? (if you haven’t introduced it yet, what difficulties would you expect to encounter?) Could you give some examples.
Have you recorded any interesting, suggestive, recurrent questions?
Additional comments and suggestions...

12. From European language policies and political statements to practice in a local, national environment
How can we contribute to the turning into reality of the political statements and concepts developed at European level?
What partnerships can be developed at local level, bringing together various ‘actors’: the representatives of the authorities, of the civil society (e.g. Ts’ and Ss’ associations, minorities’ associations), European bodies and national agencies, language educators?
How can the visibility of the ELP be increased re the benefits of its wider implementation?