1. Portfolios – instruments for transferring & promoting a “learning philosophy” Good practices in History teaching Ileana Racoviceanu Belgrade, Serbia, Octombrie, 2007 Good practices in History teaching Ileana Racoviceanu Belgrade, Serbia, Octombrie, 2007

2. Two Examples LANGUAGES The European Language Portfolio – the EAQUALS/ALTE version for Adults (15+) INTERCULTURAL COMMUNICATION The Portfolio of Intercultural Competence LANGUAGES The European Language Portfolio – the EAQUALS/ALTE version for Adults (15+) INTERCULTURAL COMMUNICATION The Portfolio of Intercultural Competence

3. Why these two? Increasing mobility of people, goods and capitals leads to increasing communication needs which involve LANGUAGES ADAPTABILITY TO DIVERSITY BEHAVIOURAL FLEXIBILITY STANDARDS AND VALUES Increasing mobility of people, goods and capitals leads to increasing communication needs which involve LANGUAGES ADAPTABILITY TO DIVERSITY BEHAVIOURAL FLEXIBILITY STANDARDS AND VALUES

4. Potential target groups (national level) Students and other categories of learners Teachers at all levels and backgrounds Employees Companies, Employers Human Resources Departments Authorities Decision makers Media Students and other categories of learners Teachers at all levels and backgrounds Employees Companies, Employers Human Resources Departments Authorities Decision makers Media

5. What is the ELP ? A self-assessment moment Check how the ELP works ( for English Level B1) Check how the ELP works ( for English Level B1)

6. What is the ELP ? A self-assessment tool used by a learner to bring evidence of his/her language level, history, experience, etc. About 90 validated models A self-assessment tool used by a learner to bring evidence of his/her language level, history, experience, etc. About 90 validated models Council of Europe Validated Portfolios

7. What is the ELP ? LANGUAGE PASSPORT – a quick overview of your competencies (sum of language skills) + certificates + attended EAQUALS/ALTE courses

8. What is the ELP ? LANGUAGE BIOGRAPHY – setting the learning aims, priorities, learning history and the most significant linguistic an intercultural experiences

9. What is the ELP ? LANGUAGE DOSSIER – a collection of recorded samples of your work (written, audio, video) to bring proof of your language abilities. Brings also proof of your development and gives you freedom to express yourself. LANGUAGE DOSSIER – a collection of recorded samples of your work (written, audio, video) to bring proof of your language abilities. Brings also proof of your development and gives you freedom to express yourself.

10. Global Scale Descriptors A Council of Europe Global Scale Language Level A Descriptors A2 Basic User Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

11. Global Scale Descriptors B Council of Europe Global Scale Language Level B Descriptors B2 Indepen- dent User Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

12. Global Scale Descriptors C Council of Europe Global Scale Language Level C Descriptors C2 Proficient User Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

13. Stages of promoting the ELP in Romania 1. 2001 – Promoting the Language Passport target: mostly language teachers 2. 2002 - Promoting and piloting the Language Passport target: language teachers + students 3. 2003 - Promoting and piloting the ELP target: language teachers + students 4. 2005 - Promoting the ELP target: employers, authorities, media 1. 2001 – Promoting the Language Passport target: mostly language teachers 2. 2002 - Promoting and piloting the Language Passport target: language teachers + students 3. 2003 - Promoting and piloting the ELP target: language teachers + students 4. 2005 - Promoting the ELP target: employers, authorities, media

14. What can you do with the ELP? Develop your self-assessment abilities Develop your communication abilities in a number of languages, irrespective of the operational level and of the environment where you have acquired the language Supports your motivation and helps you in establish your own learning priorities Brings proof of your language level, especially for the languages that have no official certification system Develop your self-assessment abilities Develop your communication abilities in a number of languages, irrespective of the operational level and of the environment where you have acquired the language Supports your motivation and helps you in establish your own learning priorities Brings proof of your language level, especially for the languages that have no official certification system

15. Latest developments The Language Passport is part of EUROPASSEUROPASS The Language Passport is part of EUROPASSEUROPASS The EAQUALS/ALTE e-ELP, the first electronic European Language PortfolioEuropean Language Portfolio The EAQUALS/ALTE e-ELP, the first electronic European Language PortfolioEuropean Language Portfolio

16. Questions and/or comments related to the ELP

17. The Portfolio of Intercultural Competence – Reflect on: How often do you go abroad every year? Have you ever worked in a group with people from other cultures? Do you read books written in other languages? Which countries have you been to? How often do you meet people from other countries? In how many languages can you say “hello”? How many friends abroad do you have? How often do you go abroad every year? Have you ever worked in a group with people from other cultures? Do you read books written in other languages? Which countries have you been to? How often do you meet people from other countries? In how many languages can you say “hello”? How many friends abroad do you have?

18. The Portfolio of Intercultural Competence Check how the PIC works My perception about me in an intercultural context Check how the PIC works My perception about me in an intercultural context

19. The Aims of the PIC To support tolerance of ambiguity As an ability to accept: ambiguity lack of clarity and to be able to deal with them CONSTRUCTIVELY To support tolerance of ambiguity As an ability to accept: ambiguity lack of clarity and to be able to deal with them CONSTRUCTIVELY

20. The Aims of the PIC To improve behavioural flexibility As an ability to adapt your own behaviour to different situations As an ability to adapt your own behaviour to different situations

21. The Aims of the PIC To raise communicative awareness As an ability to establish relationships with partners from other cultural backgrounds and relationships with partners from other cultural backgrounds and to modify correspondingly your own attitude and expression to modify correspondingly your own attitude and expression

22. The Aims of the PIC To sustain knowledge discovery As an ability to acquire new knowledge about cultures and cultural practices and to act using attitudes and skills in real-time interaction

23. The Aims of the PIC To develop respect for otherness As an ability to be open curious without intruding and prepared to forget about stereotypes referring to other cultures and your own As an ability to be open curious without intruding and prepared to forget about stereotypes referring to other cultures and your own

24. The Aims of the PIC To help people act empathically As an ability to understand what other people think and how they feel in concrete situations As an ability to understand what other people think and how they feel in concrete situations

25. Perspectives – a new approach Adapting communication according to the learner’s: level, needs and priorities motivation personal rhythm of assimilation Virtual Learning Environments turned into Personal Learning Environments Adapting communication according to the learner’s: level, needs and priorities motivation personal rhythm of assimilation Virtual Learning Environments turned into Personal Learning Environments

26. Questions and/or comments related to the PIC

27. Thank you for your attention and participation