1. dMe - Dick Meijer Talen Consultancy 1 CEFR and ELP seminar Introduction SKOPJE 16th and 17th February 2007 Dick Meijer

2. dMe - Dick Meijer Talen Consultancy 2 Two main themes Methods for introducing the ELP to learners Strategies for working with the ELP in the classroom But we start with... Brief introduction on ELP and correlation between ELP and CEFR

3. dMe - Dick Meijer Talen Consultancy 3 Schedule of program Friday, 16th February 10.00 Opening and Presentation of the ECML in Graz (Adrian Butler) 11.00 - ELP Introduction CEFR and ELP 12.30 Coffee Break 12.45 Aspects of using the ELP in classroom: The aspect of self- assessment 14.00 Snack 15.00 ELP and action oriented tasks 16.00 Welcome Vice-Minister Saturday, 17th February 10.00 Presentation of Program of ECML in Graz (Adrian Butler) 10.30 ELP and intercultural aspects 12.00 Coffee Break 12.15 ELP and levels of proficiency 14.00 Snack 15.00 How to introduce the ELP? Summarizing and developing action plans

4. dMe - Dick Meijer Talen Consultancy 4 ELP Introduction: What is the ELP? Three obligatory components –Language passport –Language biography –Dossier Language passport – summarizes the owner’s: –linguistic identity –language learning –Intercultural experiences Language passport – records the owner’s: –Self-assessment against Self-assessment Grid in the CEFR

5. dMe - Dick Meijer Talen Consultancy 5 ELP Introduction: What is the ELP? Language biography provides a reflective accompaniment to : –Ongoing processes of learning –Using second languages –Engaging with the cultures associated with second languages Language biography uses ‘I can’ checklists for goal setting and self- assessment

6. dMe - Dick Meijer Talen Consultancy 6 ELP Introduction: What is the ELP? Dossier collects –Evidence of second language proficiency and intercultural experiences Dossier supports –Portfolio learning

7. dMe - Dick Meijer Talen Consultancy 7 The functions of the ELP Pedagogical: –The ELP is designed to make the language learning process more transparent to the language learner to foster the development of learner autonomy Reporting: –The ELP provides practical evidence of second language proficiency and intercultural experiences

8. dMe - Dick Meijer Talen Consultancy 8 Key features Values all language and intercultural learning (in formal educational contexts or outside them) Designed to promote plurilingualism and pluriculturalism (challenge to design)

9. dMe - Dick Meijer Talen Consultancy 9 Challenges To pedagogy –To promote learner autonomy By stimulating reflection on –content –process of learning By assigning central role to self-assessment To curricula –Often felt as additional effort not related to curriculum To assessment –CEFR opens possibility to bring curriculum, pedagogy and assessment into closer interaction

10. dMe - Dick Meijer Talen Consultancy 10 Challenges A ‘can do’ descriptor implies –A learning target –Teaching/learning activities –Assessment criteria Self-assessment checklists in ELP can serve same three functions

11. dMe - Dick Meijer Talen Consultancy 11 Correlation between CEFR and ELP Conference 1991 (Rüschlikon/CH) recommended to establish ‘a comprehensive, coherent and transparent framework for the description of language proficiency’ Also ‘there should be devised (...) a common instrument allowing individuals who so desire to maintain a record of their language learning achievement and experience, formal or informal’.

12. dMe - Dick Meijer Talen Consultancy 12 Correlation between CEFR and ELP CEFR describes common levels of language proficiency These common levels are fundamental to the ELP because –they make the relation between the ELP and the CEFR explicit –it would be difficult to imagine a coherent ELP concept capable of being translated into many different forms, all of them sharing a strong family resemblance. (Little 2006)

13. dMe - Dick Meijer Talen Consultancy 13 Growing competences Being more competent means to be able to carry out more and more activities CompetencesActivities

14. dMe - Dick Meijer Talen Consultancy 14 Experiences (e.g. Netherlands) Involvement of several institutes (experts in special area's) These institutes invited teachers to take part in project Training for teachers (but we had still the idea: ELP 'sells' itself) We organized research Conclusion: this is the wrong way

15. dMe - Dick Meijer Talen Consultancy 15 Experiences What was wrong? It did not solve a problem of the teacher The descriptors were difficult to understand for learners (especially young learners) There were no 'end-users' The wrong focus: checklists

16. dMe - Dick Meijer Talen Consultancy 16 Experiences To prepare teachers: let them have experience with a portfolio Try to solve a problem of the teacher (motivation?) Show good practices Focus on the dossier Make learners understand the descriptors (situations and explanations) Offer all kinds of activities

17. dMe - Dick Meijer Talen Consultancy 17 Experiences Make clear: using a portfolio has consequences for the curriculum The textbook has to play a different role First we thought: ELP implementation is 'a piece of cake' Now we know: it is difficult, takes years and not only offer something but ask for involvement

18. dMe - Dick Meijer Talen Consultancy 18 Experiences Nowadays: We offer support in developing learning activities We focus on problem solving (e.g. ongoing language learning) Involvement of more teachers in a school (e.g. not one teacher but all teachers in one year or all teachers for German) We bring the teachers together to talk about their problems, ideas and solutions We offer the use of the website for free

19. dMe - Dick Meijer Talen Consultancy 19 Aspects for introducing the ELP Which ways? Contents and consequences –ELP and self-assessment (2) –ELP and action-oriented tasks (3) –ELP and textbooks (3) –ELP and levels of proficiency (4) –ELP and intercultural aspects (5) –So which ways? Which actions?(6)

20. dMe - Dick Meijer Talen Consultancy 20 Developing teacher’s experience Gaining own experiences with ELP Check your own competences in a foreign language you do not teach! Why do you think your performance would be a proof for a certain level?