CEFR and ELP seminar Introduction

dMe - Dick Meijer Talen ConsultancydMe - Dick Meijer Talen Consultancy 11

CEFR and ELP seminarCEFR and ELP seminarIntroductionIntroduction

SKOPJESKOPJE

16th and 17th February 200716th and 17th February 2007Dick MeijerDick Meijer


Two main themesTwo main themes

Methods for introducing the ELP to Methods for introducing the ELP to learnerslearners

Strategies for working with the ELP in Strategies for working with the ELP in the classroomthe classroom

But we start with ...But we start with ...

Brief introduction on ELP and Brief introduction on ELP and correlation between ELP and CEFRcorrelation between ELP and CEFR


Schedule of programSchedule of programFriday, 16th FebruaryFriday, 16th February

10.00 Opening and Presentation of the 10.00 Opening and Presentation of the ECML in Graz (Adrian Butler)ECML in Graz (Adrian Butler)

11.00 - ELP Introduction11.00 - ELP Introduction CEFR and ELP CEFR and ELP

12.30 Coffee Break12.30 Coffee Break

12.45 Aspects of using the ELP in 12.45 Aspects of using the ELP in classroom: The aspect of self-classroom: The aspect of self-assessmentassessment

14.00 Snack14.00 Snack

15.00 ELP and action oriented tasks15.00 ELP and action oriented tasks

16.00 Welcome Vice-Minister16.00 Welcome Vice-Minister

Saturday, 17th FebruarySaturday, 17th February

10.00 Presentation of Program of ECML 10.00 Presentation of Program of ECML in Graz (Adrian Butler)in Graz (Adrian Butler)

10.30 ELP and intercultural aspects 10.30 ELP and intercultural aspects

12.00 Coffee Break12.00 Coffee Break

12.15 ELP and levels of proficiency12.15 ELP and levels of proficiency

14.00 Snack14.00 Snack

15.00 How to introduce the ELP? 15.00 How to introduce the ELP? Summarizing and developing action Summarizing and developing action plansplans


ELP Introduction:ELP Introduction:What is the ELP?What is the ELP?

Three obligatory componentsThree obligatory components– Language passportLanguage passport– Language biographyLanguage biography– DossierDossierLanguage passport – summarizes the Language passport – summarizes the owner’s:owner’s:– linguistic identitylinguistic identity– language learninglanguage learning– Intercultural experiencesIntercultural experiencesLanguage passport – records the owner’s:Language passport – records the owner’s:– Self-assessment against Self-assessment Grid Self-assessment against Self-assessment Grid

in the CEFRin the CEFR



Language biography providesLanguage biography provides a a reflective accompaniment to :reflective accompaniment to :– Ongoing processes of learningOngoing processes of learning– Using second languagesUsing second languages– Engaging with the cultures associated Engaging with the cultures associated

with second languageswith second languages

Language biography usesLanguage biography uses ‘I can’ ‘I can’ checklists for goal setting and self-checklists for goal setting and self-assessmentassessment



Dossier collectsDossier collects– Evidence of second language proficiency Evidence of second language proficiency

and intercultural experiencesand intercultural experiences

Dossier supportsDossier supports– Portfolio learningPortfolio learning


The functions of the ELPThe functions of the ELPPedagogical:Pedagogical:– The ELP is designedThe ELP is designed

to make the language learning process more to make the language learning process more transparent to the language learnertransparent to the language learnerto foster the development of learner to foster the development of learner autonomyautonomy

Reporting:Reporting:– The ELP provides practical evidence of The ELP provides practical evidence of

second language proficiency and second language proficiency and intercultural experiencesintercultural experiences


Key featuresKey features

ValuesValues all language and intercultural all language and intercultural learning (in formal educational learning (in formal educational contexts or outside them)contexts or outside them)

Designed to Designed to promotepromote plurilingualism plurilingualism and pluriculturalism (challenge to and pluriculturalism (challenge to design)design)


ChallengesChallengesTo pedagogyTo pedagogy– To promote learner autonomyTo promote learner autonomy

By stimulating reflection onBy stimulating reflection on– contentcontent– process of learning process of learning

By assigning central role to self-assessmentBy assigning central role to self-assessment

To curriculaTo curricula– Often felt as additional effort not related to Often felt as additional effort not related to

curriculumcurriculumTo assessmentTo assessment– CEFR opens possibility to bring curriculum, CEFR opens possibility to bring curriculum,

pedagogy and assessment into closer pedagogy and assessment into closer interactioninteraction


ChallengesChallenges

A ‘can do’ descriptor impliesA ‘can do’ descriptor implies– A learning targetA learning target– Teaching/learning activitiesTeaching/learning activities– Assessment criteriaAssessment criteria

Self-assessment checklists in ELP can Self-assessment checklists in ELP can serve same three functionsserve same three functions


Correlation between Correlation between CEFR and ELPCEFR and ELP

Conference 1991 (Rüschlikon/CH) Conference 1991 (Rüschlikon/CH) recommended to establish ‘a recommended to establish ‘a comprehensive, coherent and transparent comprehensive, coherent and transparent framework for the description of language framework for the description of language proficiency’proficiency’

Also ‘there should be devised (...) a Also ‘there should be devised (...) a common instrument allowing individuals common instrument allowing individuals who so desire to maintain a record of their who so desire to maintain a record of their language learning achievement and language learning achievement and experience, formal or informal’.experience, formal or informal’.


Correlation between Correlation between CEFR and ELPCEFR and ELP

CEFR describes common levels of CEFR describes common levels of language proficiencylanguage proficiencyThese common levels are fundamental to These common levels are fundamental to the ELP becausethe ELP because– they make the relation between the ELP and they make the relation between the ELP and

the CEFR explicitthe CEFR explicit– it would be difficult to imagine a coherent ELP it would be difficult to imagine a coherent ELP

concept capable of being translated into many concept capable of being translated into many different forms, all of them sharing a strong different forms, all of them sharing a strong family resemblance.family resemblance.

(Little 2006)(Little 2006)


Growing competencesGrowing competencesBeing more competent means to be able to carry Being more competent means to be able to carry out more and more activitiesout more and more activities

CompetencesCompetences ActivitiesActivities


Experiences (e.g. Netherlands)Experiences (e.g. Netherlands)

Involvement of several institutes Involvement of several institutes (experts in special area's)(experts in special area's)

These institutes invited These institutes invited teachersteachers to to take part in projecttake part in project

Training for teachers (but we had still Training for teachers (but we had still the idea: ELP 'sells' itself)the idea: ELP 'sells' itself)

We organized researchWe organized research

Conclusion: this is the wrong wayConclusion: this is the wrong way


ExperiencesExperiences

What was wrong?What was wrong?

It did not solve a problem of the It did not solve a problem of the teacherteacher

The descriptors were difficult to The descriptors were difficult to understand for learners (especially understand for learners (especially young learners)young learners)

There were no 'end-users'There were no 'end-users'

The wrong focus: checklistsThe wrong focus: checklists


ExperiencesExperiencesTo prepare teachers: let them have To prepare teachers: let them have experience with a portfolioexperience with a portfolio

Try to solve a problem of the teacher Try to solve a problem of the teacher (motivation?)(motivation?)

Show good practicesShow good practices

Focus on the dossier Focus on the dossier

Make learners understand the descriptors Make learners understand the descriptors (situations and explanations)(situations and explanations)

Offer all kinds of activitiesOffer all kinds of activities


ExperiencesExperiencesMake clear: using a portfolio has Make clear: using a portfolio has consequences for the curriculumconsequences for the curriculumThe textbook has to play a different The textbook has to play a different roleroleFirst we thought: ELP implementation First we thought: ELP implementation is 'a piece of cake'is 'a piece of cake'Now we know: it is difficult, takes Now we know: it is difficult, takes years and not only offer something years and not only offer something but ask for involvementbut ask for involvement


ExperiencesExperiencesNowadays:Nowadays:We offer support in developing learning We offer support in developing learning activitiesactivitiesWe focus on problem solving (e.g. ongoing We focus on problem solving (e.g. ongoing language learning)language learning)Involvement of more teachers in a school Involvement of more teachers in a school (e.g. not one teacher but all teachers in (e.g. not one teacher but all teachers in one year or all teachers for German)one year or all teachers for German)We bring the teachers together to talk We bring the teachers together to talk about their problems, ideas and solutionsabout their problems, ideas and solutionsWe offer the use of the website for freeWe offer the use of the website for free


Aspects for introducing the ELPAspects for introducing the ELP

Which ways?Which ways?

Contents and consequencesContents and consequences– ELP and self-assessment (2)ELP and self-assessment (2)– ELP and action-oriented tasks (3)ELP and action-oriented tasks (3)– ELP and textbooks (3)ELP and textbooks (3)– ELP and levels of proficiency (4)ELP and levels of proficiency (4)– ELP and intercultural aspects (5)ELP and intercultural aspects (5)– So which ways? Which actions?(6)So which ways? Which actions?(6)


Developing teacher’s experienceDeveloping teacher’s experience

Gaining own experiences with ELPGaining own experiences with ELP

Check your own competences in a Check your own competences in a foreign language you do not teach! foreign language you do not teach!

Why do you think your performance Why do you think your performance would be a proof for a certain level?would be a proof for a certain level?

CEFR and ELP seminar Introduction

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Transcript of CEFR and ELP seminar Introduction