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Language Passport
The Passport section provides an overview of the individual's proficiency in different languages at a given point in time; the overview is defined in terms of skills and the common reference levels in the Common European Framework(CEF); it records formal qualifications and describes language competencies and significant language and intercultural learning experiences; it includes information on partial and specific competence (reading, listening, spoken production, spoken interaction and writing); it allows for self-assessment, teacher assessment and assessment by educational institutions and examinations boards; it requires that information entered in the Passport states on what basis, when and by whom the assessment was carried out. You find a summary of the more detailed information in the Biography part in the Language Passport part.
The contents of this part is:
- a language profile of language skills in relation to the Common European Framework
- a resume of language learning and intercultural experiences
- a record of certificates and diplomas
Sample Language Passport 1 : 47.2003 Turkish ELP(ages 15-18)
Sample Langauge Passport 2 : ELP owned by a 19-year-old School of Foreign Languages student(university student)
ELP’s can be used both as hardcopy or in digital form; the digital may be preferred because of environmental concerns and also they are easier to manage.
(Table 1): Sample Language Profile in the Profile of Language skills of the Passport.
Language: English
In this sample profile, the learner asserts that in Listening s/he is at level A2. For A2 Listening can-do statements go to Listening Level A2.doc. However, this learner is at a higher level in the reading skill.(B1) Reading Level B1.doc.
How can language level be assessed?
There are 4 steps:
Language competence in the Common European Framework is considered in 4 separate skills of which the speaking skill is divided in two parts; Reading, Writing, Listening, Spoken production, Spoken interaction Table1.
STEP 1:
In the passport section you find the self- assessment grid. Look at one skill, e.g. Listening. Start to read the can-do statements for A1. Does it describe the level you are at? If yes, read the next column to the right(A2) which is one higher level of competence. Now compare; which one is your level: A1 or A2? Define your level. Do this with all language skills until you get a profile of your language skills.
STEP 2:
Then go to the Biography part of the ELP. There you find self-assessment checklists. Look at the checklist for the level you selected in the Passport self-assessment grid. At this stage, you work through the checklist to define what you can already do and your objectives with reference to the can-do statements. In the checklist, you find 3 columns:
- 1)me 2) my teacher/ other 3) my objective
or - 1)my priorities 2) I can do this.
One tick stands for “I can do this under normal circumstances, two ticks stand for “ I can do this easily” . The symbol(!) stands for “This is an objective for me” and two (!!) for “This is a priority for me”.
If you have over 80% of the descriptors ticked, you have probably reached the level in question.
STEP 3:
When you have worked through all the statements in the corresponding level of your competence in each skill, it means you have:
- assessed which level of the CEF you are at the given time in each skill
- assessed and established your learning objectives
STEP 4:
On the basis of your assessment with the checklist, you can now fill in the Language Profile in the Profile of Language skills section.
Update the Profile of language skills at times you move up to higher levels. It is a good idea to supply the date that you did self-assessment and write the date every time you do updating. You repeat the same procedure.