Using the European Portfolio for Student Teachers of Languages

David NewbyEPOSTL 10 years on: impact and issues

1EPOSTL authors

RATE, Bucharest1st November, 2008David Newby2EPOSTL workshop participants D. Newby3

3EPOSTL students workshop participants D. Newby4

4D. Newby5Piloting and Implementing the European Portfolio for Student Teachers of Languages (EPOSTL 2)

5D. Newby6

7D. Newby

7D. Newby8

EPOSTL ArabicCroatianEnglishFrenchGermanGreekHungarianItalianLithuanianPolishRomanianSpanishJapanese versionRussian

D. Newby9

9

10

10D. Newby11

D. Newby12

4 aspects of the EPOSTL Content of the EPOSTL Rationale underlying the EPOSTL Using the EPOSTL Strategic measuresImpact/uptake/acceptance on students, on teacher education

D. Newby13Descriptors in EPOSTL - Design Criteria comprehensive transparent coherent

(CEFR, p.7)D. Newby14Competences D. Newby15

CEFR ELPEPOSTL Language and culture as competences Learners competences Teachers competences Contextualization of the CEFR David Newby15Communalities: CEFR EPOSTL A reflective mode of learning and teaching I can self-assessment An autonomous view of both learning and teaching Life-long learning a recognition that both learning and learning to teach are a life-long processAction-oriented approachsocial agentsusers of language D. Newby16ReflectionI used it for the Speaking/Spoken Interaction section ... I found it useful, for just going through and deciding if I could create a supportive atmosphere ... what do I do with the children so that they could feel comfortable with speaking? - Student of Barry Jones, UK. 17D. Newby17Communalities: CEFR EPOSTL A reflective mode of learning and teaching I can self-assessment An autonomous view of both learning and teaching Life-long learning a recognition that both learning and learning to teach are a life-long processAction-oriented approachsocial agentsusers of language D. Newby1819

Self-AssessmentD. Newby191920

Self-AssessmentD. Newby2020Self-assessment descriptors issues:where to start?how to cope with large number?whether all need to be coveredhow to encourage reflection EPOSTL is not a checklist self-assessment what if students unwilling or unable to do it?impressionistic self-assessment no quantitative scaleshould this be the property of the student or can it be part of course assessment? 21D. Newby214 aspects of the EPOSTL Content of the EPOSTL Rationale underlying the EPOSTL Using the EPOSTL Strategic measuresImpact/uptake/acceptance on students, on teacher education

D. Newby22Issues in using the EPOSTL Questions [] asked by teacher trainers planning to pilot the EPOSTL:How should I integrate the EPOSTL in my teaching?How exactly does the EPOSTL relate to the curriculum?How often should I use the EPOSTL?Can learners really be trusted to assess themselves honestly?How can I help them to develop their capacity for self-assessment?

Hanna Komorowska: the EPOSTL and the European Language Portfolio (in Newby, ed. 2012)

D. Newby2323Stages in implementing EPOSTL Natalia OrlovaD. Newby24

Reflection using the EPOSTL during the school practicumSelecting the sections for self-assessment

Getting feedback on the use of the EPOSTL

Introducing the EPOSTL to student teachers

Employing can-do descriptors for micro-teaching

Integrating the can-do descriptors into the course

24D. Newby25

Beyond the EPOSTL ECML related projects Interactive Use of EPOSTL with the ePortfolio System EPOSFREPA - Framework of Reference for Pluralistic Approaches to Languages and CulturesEAQUALSEAQUALS Framework for Language Teacher Training and DevelopmentEAQUALS Framework for Teacher Self-assessment, Teacher Training and DevelopmentEuropean Commission European Profile for Language Teacher Education European Profiling Grid + e-Grid (online)

EPOSTL26The Impact of EPOSTL - Frank HeyworthIt is based solidly within the policy and achievements of the Council of Europe in language education. The formulation of the can do statements reflects those that are already familiar to teachers and learners using the Common European Framework of Reference

It is based on coherent theories of learning and teaching. In the publication Insights into the EPOSTL there are descriptions of how its principles are linked to ideas of learner autonomy, to reflective practice, to social constructivist approaches to learning, to inter-cultural understanding.

D. Newby27The Impact of EPOSTL - Frank HeyworthAt the same time, it is closely based on practice. The descriptors are recognisably close to the practical mythological issues that teachers meet

It is the result of a long-term commitment to the development of the project 8 years of work in ECML projects, continued development generated by its usefulness, so that a body of experience, expertise and research has been built up around it.

D. Newby28The Impact of EPOSTL - Frank HeyworthHanna Komorowska comments that in Poland

EPOSTL categories are so popular now that many directors of studies or mentors would not know they are using EPOSTL categories, perhaps would not even quote EPOSTL thinking that these are basic categories everybody interested in FLT methodology should know. D. Newby29