2. Dutch approach The Dutch approach to implement the ELP Dick Meijer

3. Summary Dutch ELP-project Since start very enthusiastic Introducing and implementing looked to be 'a piece of cake' Because of the aims and intentions of ELP Almost all institutes were involved (exception: teacher trainers !!!) Tried to develop 7 different portfolios (implementation strategy: all sectors should be involved)

4. Piloting ELPs Different projects (e.g. border ELP in German) Regulare meetings with teachers Developing new descriptors Developing learning activities

5. Conclusions after three years of piloting So many different portfolios were not necessary For the learners it was difficult to understand the descriptors (not used to look at foreign language learning that way) Focussing on reporting function is not enough to implement ELP Teachers need also to be 'owner' of the portfolio (involving them in new developments) The ELP should be embedded in the curriculum

6. Dutch portfolios Validated portfolios: 9+ pupils (primary schools) 12+ pupils (lower secondary education) 15+ pupils (upper secondary education) Vocational education Migrants Language portfolio for language teachers English in primary and lower secondary education

7. Accessibility for (young) learners One conclusion was: descriptors are difficult to understand especially for (young) learners. –they did not always recognize communicative situations 'behind the descriptors' –they had difficulties to imagine foreign language situations if they are not used to go abroad

8. Consequences If you want to implement the ELP, the problem of accessibility should be solved The pedagogical role of the portfolio became more and more important So: –we tried to find ways to make the portfolio more accessible to the 'users' –We developed series of language learning activities, linked to the descriptors (activities are concrete, realistic, imaginable, have an addressee)

9. Checklist Checklist exists of descriptors and situations and explanations It links to learning activities

10. Dutch portfolio is a 'complex' project No stand alone activities: developing a common Dutch language portfolio website Student/pupils: Portfolio - efficient learning activities Textbook authors (a.o.): Portfolio - language profiles (series of concrete interpretations of descriptors in terms of can do-statements) Schools: Portfolio and help for implementation (Focus on matching secondary and vocational education) Implementation strategy: ad hoc by trying to solve problems

11. Implementation strategies ELP for ‘everybody’ (now website) Strong focus on pedagogical part Involving teachers in school projects (at least two teachers) Developing learning materials Organizing workshops, seminars etc. Articles written by professionals Involvement of all pedagogical institutes Maim aim: learning a language becomes interesting and effective Focus on ongoing learning

12. Almost no quantitative targets Research projects on two ELP projects Budget pro year

13. Situation now

14. 20.000 users –2.000 teachers –18.000 learners Implementing activities (bottom up): –Networks of schools –Publishers –Teacher training institutes –ELPs for all learners (primary till adult education) –Curriculum activities – ongoing learning, closing gap between schools and between upper and lower secondary

15. Workshop activity Working in pairs to identify elements of relevance to your own practice (15 minutes) Exchange information on implementation activities in a larger group (excluding teacher training activities) and identify the potentially most effective ones (30 minutes) Coffee break (15.30) First draft of an action plan related to own project (30 minutes) Collect activities related to stakeholders and questions to the panel put them on posters (30 minutes)