Transcript Document
Dutch approach The Dutch approach to implement the ELP Dick Meijer Summary Dutch ELP-project • Since start very enthusiastic • Introducing and implementing looked to be 'a piece of cake' • Because of the aims and intentions of ELP • Almost all institutes were involved (exception: teacher trainers !!!) • Tried to develop 7 different portfolios (implementation strategy: all sectors should be involved) • • • • • Piloting ELPs Different projects (e.g. border ELP in German) Regulare meetings with teachers Developing new descriptors Developing learning activities Conclusions after three years of piloting • So many different portfolios were not necessary • For the learners it was difficult to understand the descriptors (not used to look at foreign language learning that way) • Focussing on reporting function is not enough to implement ELP • Teachers need also to be 'owner' of the portfolio (involving them in new developments) • The ELP should be embedded in the curriculum Dutch portfolios Validated portfolios: • 9+ pupils (primary schools) • 12+ pupils (lower secondary education) • 15+ pupils (upper secondary education) • Vocational education • Migrants Language portfolio for language teachers English in primary and lower secondary education Accessibility for (young) learners • One conclusion was: descriptors are difficult to understand especially for (young) learners. – they did not always recognize communicative situations 'behind the descriptors' – they had difficulties to imagine foreign language situations if they are not used to go abroad Consequences • If you want to implement the ELP, the problem of accessibility should be solved • The pedagogical role of the portfolio became more and more important • So: – we tried to find ways to make the portfolio more accessible to the 'users' – We developed series of language learning activities, linked to the descriptors (activities are concrete, realistic, imaginable, have an addressee) Checklist • Checklist exists of descriptors and situations and explanations • It links to learning activities Dutch portfolio is a 'complex' project • No stand alone activities: developing a common Dutch language portfolio website • Student/pupils: Portfolio - efficient learning activities • Textbook authors (a.o.): Portfolio - language profiles (series of concrete interpretations of descriptors in terms of can do-statements) • Schools: Portfolio and help for implementation (Focus on matching secondary and vocational education) • Implementation strategy: ad hoc by trying to solve problems Implementation strategies • ELP for ‘everybody’ (now website) • Strong focus on pedagogical part • Involving teachers in school projects (at least two teachers) • Developing learning materials • Organizing workshops, seminars etc. • Articles written by professionals • Involvement of all pedagogical institutes • Maim aim: learning a language becomes interesting and effective • Focus on ongoing learning • Almost no quantitative targets • Research projects on two ELP projects • Budget pro year Situation now Aantal users per profiel 14 13 12 11 10 9 8 7-mar-2007 7 18-dec-2006 6 5 4 3 2 1 0 2000 4000 6000 8000 10000 12000 • 20.000 users – 2.000 teachers – 18.000 learners • Implementing activities (bottom up): – – – – – Networks of schools Publishers Teacher training institutes ELPs for all learners (primary till adult education) Curriculum activities – ongoing learning, closing gap between schools and between upper and lower secondary Workshop activity • Working in pairs to identify elements of relevance to your own practice (15 minutes) • Exchange information on implementation activities in a larger group (excluding teacher training activities) and identify the potentially most effective ones (30 minutes) • Coffee break (15.30) • First draft of an action plan related to own project (30 minutes) • Collect activities related to stakeholders and questions to the panel put them on posters (30 minutes)