1. English Language Portfolio Using e-Portfolio
It is a fact that people only learn if they want to
N. Stepanova
by V. Kostenko
school of Khruschivka
Zolotonosha district

2. The child was born to be happy and successful
I’d like to draw your attention to the technology of creation of the situation of success by using ELP. According to this technology the student’s language learning task is made easier by the assistance of the teacher, who serves as a guide and a companion as well as a motivator.

3. Why do we use the ELP? Take responsibility for learning
Personal learning style
Reflection and self-assessment

4. English Language Portfolio
It is a collection of individual students’ work put together in a file.
It belongs to the student and can be updated as language learning
continues by adding to and taking away pieces of work.

5. The ELP is a personal document that has three parts:
What is the ELP?
The ELP is a personal document that has three parts:
A Language Passport
A Language Biography
A Dossier

6. Language Passport
Here you can record all your achievements in the English language. You can include certificates, diplomas, progress report cards, self-assessment forms, tests.
In general, you can include anything that is proof of your competence in English.
Central to the ELP are six levels of communicative proficiency. The levels are summarized for the five skills of listening, reading, spoken interaction, spoken production and writing in the self- assessment grid.
This is a key component of the Language Passport.

7. Self-assessment grid
level A ✓  I can do this under normal           !  This is an objective for me
✓ ✓  I can do this easily                    !!  This is a priority for me Me
My teacher/another
My objectives
Listening
I can understand when someone speaks very slowly to me and articulates carefully, with long pauses for me to assimilate meaning.
✓ ✓ ✓
Reading
I can understand information about people (place of residence, age, etc.) in newspapers.
I can understand a questionnaire (entry permit form, hotel registration form) well enough to give the most important
information about myself (name, surname, date of birth, nationality).
Spoken Interaction
I can introduce somebody and use basic greeting and leave-taking expressions.
I can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very
familiar topics.
Spoken Production
I can give personal information (address, telephone number, nationality, age, family, and hobbies)
I can describe where I live.
Writing
I can fill in a questionnaire with my personal details (job, age, address, hobbies).
I can write a greeting card, for instance a birthday card.
I can write a simple postcard (for example with holiday greetings).

8. Language Biography
Here is what you will be able to do in English (listening, reading, writing and speaking).
Every now and then, for instance once a month, you will need to check you progress. For this reason you should use a pencil so that you can change or add things as you go along.
You can use the following code:
Self-assessment “Now I can…!”
Very well OK
Not very well

9. Assessment Graph 12 10 9 8 7 6 5 4 3 2 1
Listening
Reading
Writing
Speaking
Here a teacher and a student can draw a line graph showing the growth of student’s listening, reading, writing and speaking. A student should do with coloured pencils this before tests and a teacher after them at the end of semesters.

10. Now I learn! №
Title of the activity
(topic, theme etc)
I’ve done this (+)
Self-assessment
Teacher’s assessment 1 2 3 4 5 6 7
In your Language Portfolio, you can include anything you like to keep and show as evidence of your progress in English.
Every time you do some activities, tick (+) the relevant box.

11. Language Dossier
This is a collection of works which shows learner’s level of English.
It may include corrected homework, tests, projects, book reviews, videos, diary entries, s, poems etc.

12. E-portfolio Publishing writing in the form of e-portfolio
Can be viewed on the Internet
Different learners can access each other’s writings
Can comment back through the Internet
Publishing writing in the form of
e-portfolio
Help learners practice developing their reading and writing skills
Dynamic nature of e-portfolio
Develop a sense of a real world audience
A productive force

13. How to create e-Portfolio
In order to use e-Portfolio in the classroom you must have access to computers and an Internet connection.
Many schools provide a small amount of Web hosting space on a district servers for each student to create an online e-Portfolio.
You can also use Google Docs resources to add your own account. On your page you can create some new documents, presentations, save photos and videos.

14. Google Disk Go https://mail.google.com Create new account Gmail
Your
page
Choose Disk
Open your Disk
Create
E-Portfolio
Create and edit document, presentation, form, drawing
Upload your folders or files
Share with your friends or colleagues
Work together

15. Our work at European Language Portfolio

16. References
1. Council of Europe Standard (C.O.E.): What your language level means
2. Council of Europe. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press,
3. Council of Europe. European Language Portfolio: key reference documents. Strasbourg: Council of Europe,
4. Little David Francis, Goullier and Gareth Hughes “The European Language Portfolio: the story so far.” Strasbourg: Council of Europe, 2011.
5. Little David ‘The European Language Portfolio and self-assessment: using “I can” checklists to plan, monitor and evaluate language”, Tokyo: Asahi Press, 2010, 186–198.
6. Malisa Iturain “ e-portfolios for teaching English”, Teacher British Council YL Centre, Barcelona
7. Peter Lenz & Gunther Schneider: European Language Portfolios. 
8. Resolution on the European Language Portfolio (adopted at the 20th Session of the Standing Conference of the Ministers of Education of the Council of Europe, Cracow, Poland, October 2000) 9.