ELP methodology

For School Children (aged 15-18)

Integrating the ELP into the language learning context requires the training of learners to be the lead actors in their learning. This needs the awareness of self-assessment, goal-setting, reflection which all lead to learner autonomy and lifelong learning. This is waht the ELP is aimed at, based on the CEFR(Common European Framework of References. In training the learners to implerment the ELP, a range of methods can be used and especially the emphasis on the methods that call on a range of learners skills(e.g. undertanding learning tasks etc.) is to be emphasized. Firstly teachers need to introduce the CEFR – (visitwww.actvelp.net/a), the ELP (visit www.activelp.net/a).

In the integrating and introduction of ELPs, the teacher may follow the following methodology.

1. Carry out a pre- survey with learners and write items to raise awareness on learner autonomy, self- reflection and the use of ELP. The answers will be closed-ended in the Likert scale a) b) and c) e.g. In my language learning, I can assess my learning myself. a) agree b)don’t agree c) no idea

2. After the analysis of the survey share the findings with learners and discuss the ideas.

3. Discuss learning strategies with the learners: e.g. how they learn vocabulary, how they practise speaking, how they improve their writing skill, how they learn best, etc.

4. Introduce the CEFR to the learners: talk about its philosophy, talk about the 6 language levels etc. (visit www.activelp.net/a)

5. Introduce an ELP : show learners a paper ELP and a digital one. Show the three parts of an ELP . (visit www.activelp.net/a ) Hang a self-assessment grid in the target language on the wall. If available, hang self-assessment checklists parallel to the units in the cousebook on the wall. Show the portfolio part in the coursebook, if available.

6. One example for a lesson design to introduce the implementation of ELPs: Before class – during class- after class activities, follow- up activities

Example lesson design to introduce the implemntation of an ELP

Before class activities: (Setting objectives and defining strategies to achieve them- (learner autonomy)

• Ask learners what they will be able to do after studying a particular unit(goal-setting) .

• Write the goal of the lesson on the board in the form of “can- do statements” on the board. (e.g. I can buy train tickets– level A1) Can your learners buy a train ticket? The teacher writes this question on the board. Learners can respond to this in two ways: 1. Yes 2. This is my objective.(self-reflection)

Many coursebooks are adapted to the CEFR and they provide the goals as “can- do descriptors” at the end of each unit in the learning portfolio part in the review section.

• Put learners in groups of three. Learners discuss what strategies they will make use of to achieve this objective. (e.g. 1. What expressions/vocabulary do I need to learn to do this task(task= buying a train ticket). 2. How can I memorise them? etc.) Learners share findings with peers. This process will show that there are a lot of strategies that work for various learners to achieve the same goal. Also this process will foster self-directed learning and eventually learner autonomy; learning to learn. Learners will know beforehand their goals in their learning and will decide upon what learning strategies they can make use of to achieve them.

During- class activities:

• Present vocabulary (a customer/ a single/ a return/ a ticket office/ a ticket machine/ a platform)Have learners listen and practise the pronunciation of these words. Ask learners if they can use an expression to buy a train ticket.Tell the learners to write the vocabulary in their notebooks.(learning strategy- learning words by writing them) Then do a listening activity and expose them to the useful expressions. Do exercises to practise the vocabulary and the expressions. Then provide a communicative activity for the learners. They work in pairs. Your target is “can buy a train ticket” . Here is an example of a communicative activity:

Task:

You are at a station. You are a ticket seller. Your partner wants to buy some tickets. Look at this information. Answer your partner’s questions. The time is now 9 a.m.

Student A:

place	price	time of next train	platform	time train arrives
Bath	single: £ 29.50 return: £ 39.70	9.15	8	10.39
Bristol	single: £ 36.30 return: £ 45.50	10.19	6	11.55

Student B:

You want to buy these these tickets. Your partner is a ticket seller. Ask your partner questions and complete the table.

After the class: After the activity ask learners how well they fulfilled the task; Can they buy a train ticket? (self-assessment) Learners will also discuss in groups of three what problems they have faced and what needs to be changed in terms of strategies. (learner strategies)Learners discuss in groups of 4-5 for 10-15 min. They report their findings. The aim of this activity is to make learners aware that they may change strategies in their learning. With this activity learners practise self-assessment which leads to autonomy and learning to learn.

Follow- up activities: Teachers find a digital ELP on the net and ask learners to fill it in. They have them send their ELP folders to them, and check the way they filled it in. Then discuss in class how learners filled it in. If learners have questions they may ask the teacher . Learners do not need to update it every time they finish a unit, but they can update it after achievement tests or upon completing a specific level. The teacher may decide. Best practice is when teachers see how learners implement the ELP. After counselling learners on the implemetation of an ELP, they will autonomously update their ELPs.

Resource:

Preparing Teachers to use the European Language Portfolio –arguments, materials and resources. David Little, Hans-Peter Hodel, Viljo Kohonen, Dick Meijer, Radka Perclova. http://book.coe.int Council of Europe Publishing; F- 67075 Strasbourg Cedex

£ISBN 978-92-871-6273-1 Council of Europe, 2007