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ELP
(European Language Portfolio)
LEARNERS TEACHERS EMPLOYERS/INSTITUTIONS
(photo: 2 validated Turkish ELPs: 80.2006 - 85.2007)
- Are you learning a language?
- Do you teach languages?
- Do you want to document your language skills in a common comparable manner in Europe?
- Do you want to assess your language skills yourself?
- Do you assess the language skills of learners of languages?
- Do you want to know what language skills your colleagues have?
The ELP can support you with all this!
Pre-reflective questions (raising awareness):
- What do I know about ELP (European Language Portfolio)?
- What is the Common European Framework of References for Languages: Learning, Teaching and Assessment(CEFR)?
- What are the aims and functions of an ELP?
- How will teachers/ learners benefit from an ELP?
- How can I get access to an ELP in my country?
Give short answers.
Activity 1: Reflection on ELP knowledge
Review your knowledge and visit the links for your “no” and “This is my objective” answers.
European Language Portfolio(ELP) |
Yes |
No |
This is my objective |
|
1. I can define what an ELP is. |
OK. |
||
|
2. I can express the aims and functions of an ELP. |
OK. |
||
|
3. I can describe the parts of an ELP and their use. |
OK. |
||
|
4. I can define what the Common European Framework of References(CEFR) is. |
OK. |
||
|
5. I can access detailed information about ELPs. |
OK. |
||
| 6. I can describe the benefits of ELPs. |
OK. |
What is the ELP?
The ELP is a personal document in which language learners can record and reflect on their language learning and cultural experiences. ELPs vary according to countries and educational contexts. However they all share common criteria and are all examined by a European Validation Committee. European Language Portfolio (ELP) is a language learning tool devised by the Council of Europe, piloted in 15 countries (1998-2000) and was launched officially in 2001-the year which was the start of” The European Day of Languages”-26th of September.
About the Council of Europe(CoE):
Founded in 1949, the Council of Europe seeks to develop throughout Europe common and democratic principles based on the European Convention on Human Rights and other reference texts on the protection of individuals. It has a particular emphasis on legal standards, human rights, democratic development, the rule of law and cultural co-operation. The seat of the Council of EuropeTis in Strasbourg--France. English and French are the Council of Europe's two official languages.
The Council of Europe attaches considerable importance to promoting linguistic diversity in Europe and has assisted member states in producing and planning instruments to promote the teaching of almost thirty national and regional languages. In addition, it has adopted the European Charter for Regional or Minority Languages in order to protect and promote these languages as a vital aspect of Europe’s rich linguistic and cultural heritage.
The Council of Europe helps member states to implement reforms and encourages innovation in language teaching and teacher training. In general, it facilitates the pooling of international experience and expertise, and promotes a coherent, learner-centred methodology which integrates aims, content, teaching, learning and assessment in a harmonious approach based on common principles.
The Council of Europe has devised ELP, in which language learners of all ages and from all backgrounds throughout Europe can keep a record of their language skills and significant cultural experiences of all kinds in a recognised document. The ELP is intended to be used as a means of making the language learning process more transparent to learners, helping them to develop their capacity for reflection and self-assessment, and thus enabling them gradually to assume more and more responsibility for their own learning. This function coincides with the Council of Europe’s interest in fostering the development of learner autonomy and promoting life-long learning.
The portfolio is a personal document, held and regularly updated by the learner, which contains three sections: the language passport, the biography and the dossier.
Aimed at motivating people to learn languages both in and out of formal education, the portfolio will also contribute to mobility in Europe as it provides a clear record of a person's language skills which could support their job applications, entry into educational establishments, etc.
There are already 97 models of ELPs (2008, November datum) validated by the Council of Europe. There are guidelines to follow when an ELP is going to be validated. In order to get access to validated ELP models, one contacts the national coordinators in the countries.
It should provide information about language proficiency and inter-cultural experiences in a clear, easily comprehensible way with internationally comparable descriptions that are described in the Common European Framework of References for Languages (CEFR).
For more information visit: www.coe.int/portfolio
About the Common European Framework for languages(CEFR):
The Common European Framework of Refernces for Language: Learning, Teaching, Assessment describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge skills they have to develop so as to be able to act effectively. The ELP is an instrument which is based on the CEFR and the implementation of its perpectives on learning, teaching a language and assessment. The CEFR classifies language competence in 6 levels and 4 language skills (Reading, Writing, Spoken Interaction , Spoken Production and Listening): The levels are: A1, A2, B1, B2, C1, C2
.This classification is grouped in three broad levels:
Aims and functions of the ELP
The European Language Portfolio project has two main aims:
- to motivate learners by acknowledging their efforts to extend and diversify their language skills at all levels;
- to provide a record of the linguistic and cultural skills they have acquired (to be consulted, for example, when they are moving to a higher learning level or seeking employment at home or abroad).
Two basic functions of an ELP:
- Pedagogic function of a portfolio
- The documentation and reporting function
Keeping a Portfolio up-to-date helps the learner to participate in a more conscious and active way in his/her learning process and to use all possibilities to enhance and diversify it. This approach helps the learner to manage his own acquisition or learning process in which he/she is engaged and to better orient his/her motivations and needs. It seeks to develop learner autonomy.
The European Language Portfolio aims to document its holder's plurilingual language proficiency and experiences in other languages in a comprehensive, informative, transparent and reliable way. The instruments contained in the ELP help learners to take stock of the levels of competence they have reached in their learning of one or several foreign languages in order to enable them to inform others in a detailed and internationally comparable manner.
Forms/ Types of ELPs and age groups of learners
Forms of an ELP:
- Electronic/ Digital/ Online e-ELP versions
- Hardcopy/ Paper printout versions
Age groups of learners ELPs are aimed at:
- Age groups range from young learners to adult learners .
Types of ELPs :
- Types range from ELPs for young learners , teenage learners, young adult, adult learners. General Language ELPs to ELPs for Language for Vocational Purposes.
The contents of all ELPs are not exactly the same, there are some differences with different models but all ELPs adhere to basic principles.
For more detailed information of the ELP visit the official website of the Council of Europe in the www.coe.int/portfolio
Benefits of ELPs
In what way can learners benefit from an ELP?
The ELP addresses learners who:
- want to self-assess their language skills,
- want to compare, document and present their language skills in European norms,
- want to plan and organise their own learning.
In what way can a teacher benefit from an ELP?
Teachers of languages, schools and educational instutions who want to optimize their course offers and classes and to place their certificate and diplomas in up-to-date European framework of language assessment and certification.
In what way can employers benefit from an ELP?
Enterprises, employers and workplaces who want to get to know, use and improve the language resources of applicants to the profession and current employees .
Validation Procedure for Portfolios
Developers of European Language Portfolio models are expected to take full account of the various requirements that must be met in designing their models. A great deal of time, effort and commitment goes into the development of Portfolio models, not to mention the financial considerations. It is hoped that by reading the validation guide and carefully consulting the reference documents described at www.coe.int/portfolio procedure for validation before and during their work and developers may submit models to the European Validation Committee for accreditation that come as close to fulfilling these requirements as possible.
There are various avenues for developing portfolios according to age groups, target audiences and different educational and cultural contexts. It also became evident that the success of the ELP depended on striking a balance between:
- consideration of national or regional contexts and/or specific learning situations;
- and the need to assert these documents' pan-European nature.
This concern to preserve the European nature of the ELP led to a number of initiatives, including:
- the establishment of a European Validation Committee;
- the publication of the Guide for Developers by Günther Schneider and Peter Lenz in June 2001;
- the development of a standard model of the Language Passport for adults, followed in 2005 by the development of an electronic version in co-operation with the European Commission for inclusion in Europass.
There are already 97 validated ELPs.(2008, November datum) www.coe.int/portfolio for information on validated models.
How to obtain an ELP:
Portfolios CANNOT be obtained from the Council of Europe. For samples of ELPs, you contact ELP national co-ordinators visit ELP contact persons.
What is the CEFR ?
(Common European Framework of References for Languages)
It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of assessing and teaching which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels A1-A2, B1-B2, C1-C2 are becoming widely accepted as the European standard for grading an individual's language proficiency
The CEFR is a key instrument for establishing a European educational space in the field of modern languages. Its main aim is to facilitate transparency and comparability in the provision of language education and qualifications. It is availabe in over 30 language versions.
The CEFR is not itself a policy document. It does not set out to provide policy guidelines, but rather to encourage reflection and communication about all aspects of language learning, teaching and assessment. Reflection and communication about matters of policy at national - and indeed all levels from the classroom to the international community. The CEFR suggests an action – oriented approach and is based on the Constructivist approach to learning.
ELP uses the levels and descriptors of CEF both for indicating the relative levels of qualifications achieved by holders, and for guiding their self-assessment.
Post- reflection 1:
Review your knowledge and visit the links for your “no” and “This is my objective” answers.
European Language Portfolio(ELP) |
Yes |
No |
This is my objective |
|
1. I can define what an ELP is. |
OK. |
||
|
2. I can express the aims and functions of an ELP. |
OK. |
||
|
3. I can describe the parts of an ELP and their use. |
OK. |
||
|
4. I can define what the Common European Framework of References(CEFR) is. |
OK. |
||
|
5. I can access detailed information about ELPs. |
OK. |
||
| 6. I can describe the benefits of ELPs. |
OK. |
Parts of an ELP
There are three parts in a portfolio:
Post- reflection 2
Interactive Whiteboard Activity 7: Post Reflection 2
FURTHER STUDY
- For Case studies about use of ELPs, visit : case studies - nine examples
- For another guide about ELP use, visit : ELP_guide for teachers and teacher trainers
- For Interim reports on the ELP Project, visit : Interim reports (2005-2006-2007)
- For studies on pedagogical aspects of the ELP, visit: pedagogical aspects
- For further reading resources, visit : further reading resources
- For further questions on ELP use, contact the national coordinators of countries. List of national coordinators // www.coe.int - coordinators
- ELP KEY TERMS