Transcript PowerPoint-presentatie

Developing and
Implementing European
language portfolio
Yerevan, 13-14/06/2005
Monday, 13.06.2005
• 09.00 Welcome and aims of seminar
• 'I can' at end of the seminar
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09.30
11.00
11.15
12.30
Introduction to the Dutch approach of the ELP
Coffee break
Developing can do's
Lunch
Monday, 13.06.2005
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13.30 Developing a language portfolio
• Which steps? How did we involve schools? How did we prepare the
teachers?
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14.30 Learning activities
Introduction to the pedagogical function of the ELP
16.00 Coffee break
16.30 Developing learning tasks
18.00 End of first day
Tuesday, 14.06.2005
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09.00
The intercultural part - intercultural competence
10.30
Coffee break
11.00Working in groups: how to develop ?
12.30
lunch
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14.00
15.30
16.00
17.30
Feedback and evaluation
Coffee break
Working on pages in ELP
Evaluation of workshops
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18.00
End of seminar
I can ……..
- use instruments concerning
implementation of ELP
- develop understandable descriptors and
- if needed - situations and explanations
- develop learning activities (if necessary)
- develop pages on evaluation and
intercultural competences
European Language Portfolio in the
Netherlands
Experiences of an ELP-project
Yerevan/Armenia, 13.-14. 06.2005
Dick Meijer, SLO
Summary
• At the beginning 7 pilot projects
• Developing ELP's for all school types
– Primary schools
– Lower secondary schools
– Upper secondary schools
– Bilingual schools
– English in primary and lower secondary
– Vocational schools
• Co-operation with schools
– Each Project different organized.
– E.g. in border region to Germany
– Basis voluntariness
• Research during project
• Developing different ELP's
• Developing website
Different ELP's
• Primary schools: focus A1 (with a few
exceptions A2)
• Lower secondary (12+)focus A2 / B2
• Upper secondary (16+) A2 / C1
• Attempt to develop an instrument for
lifelong learning
Experiences
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Teachers at the beginning enthousiastic
Reasons - ELP could solve problems
Some projects hardly any resonance
Very different ideas
Our intention: positive resonance
‘Hard’ confrontation with reality
Because of all kinds of changes in
curriculum/programs situation unfavourable
• Teachers did not see the value in
relation to the 'usual' situation
• Starting point was teaching situation
• Progress needs its time (motivation)
• After first attempt focus changed
• Main point in all projects: working on
the dossier
Creating a website
• Pragmatic reasons
• First possible to copy
• Lot of paper was not inviting to work
with
• Now digital web based ELP
• Learner has own account
Insights
• It takes at least two years to
implement ELP in schools
• Still difficult to involve 'end-users'.
• Acceptance depends on recognized
value
• Different school types have different
goals
• Dossier more important than thought
at the beginning
• Necessary to think differently about
language teaching
• More open curriculum necessary
• ELP needs out of school-activities
• Developing catalogue with learning
activities
• All kinds of activities, e.g.
– Exchange and during exchange
interview project
• Working with portfolio … consuming a
lot of time!!!!????
2003-2005
• Developing catalogue learning
activities
• Implementation by organizing
networks
• Role of language portfolio in interface
between schools
• Involving textbook publishers
• Implementing teacher language
portfolio
2003 - 2005
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No more paper versions of portfolio
Implementing website
Learners get own account
Learners can give teachers access to
look at the dossier
• All information available for 'everyone'
• Digital ELP will be instrument for long
life learning
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)
Developing a language portfolio
• We are still working on several topics:
• Which next steps do we have to take?
– Access to web based ELP is not enough
• How do we involve schools?
– Facilitating (?)
– Answers to questions as 'How do we
know the self assessment is correct?'
• How did we prepare the teachers?
What did we do?
• Translation of the self assessment
grid into Dutch (lot of discussion)
• Translation of the descriptors (in
combination with the competence
scales)
• First articles about CEF were
published
• Developed ELP (layout etc. should
make a 'serious' impression)
• Involved several institutes (experts in
special area's)
• These institutes invited teachers to
take part in project
• Training for teachers (but we had still
the idea: ELP 'sells' itself)
• We organized research
• Conclusion: this is the wrong way
• What was wrong?
• The way we thought about did not
solve a problem of the teacher
• The descriptors were difficult to
understand for learners (especially
young learners)
• There were no 'end-users'
• The wrong focus: checklists
• To prepare teachers: let them have
experience with a portfolio
• Try to solve a problem of the teacher
(motivation?)
• Show good practices
• Focus on the dossier
• Make learners understand the descriptors
(situations and explanations)
• Offer all kinds of activities
• Make clear: working with a portfolio
has consequences for the curriculum
• The textbook has to play a different
role
• First we thought: ELP implementation
is 'a piece of cake'
• Now we know: it is difficult, takes
years and not only offer something
but ask for involvement
• Nowadays:
• We offer support in developing learning
activities
• We focus on problem solving (ongoing
learning)
• Not one teacher but all teachers in one
year or all teachers for German
• We bring the teachers together to talk
about their problems, ideas and solutions
• We offer the use of the website for free
Learning activities
Introduction to the pedagogical
function of the ELP
• Focusing on the dossier-part means more
task-based language learning
• Because the result of the task (a product)
can be included in the dossier
• It shows to what a learner is able to do
• It makes clear that language learning is
more than making exercises
• If possible these tasks are linked to the
communicative situations in the portfolio
(checklists)
Example
Exchanging information
Niveau A1
Speaking
100
All
FL
Product: Video report with description of your place of residence and map
Situation:
As part of an exchange project you will
prepare your new roommate for what
he/she can expect in his/her new (for
the meantime) place of residence.
Tip:
- Use an online
dictionary such as
www.euroglotonline.nl
Task:
Make a video report on your place of residence. Film the nicest, most important
and most boring spots and tell about them.
Make a map and mark on this map the spots where you filmed.
Getting information from a newspaper
Niveau A2
Reading
60
All FL
Niveau A2
Listening
60
All FL
Product: typed or printed summary of article from newspaper
Situation:
You want to go on holiday and you
Tip:
want to know what is going on in a
particular country.
Look for a website of a newspaper of a foreign country
for example via www.kidon.com
Task:
Look on the internet for a newspaper of your choice. Choose an article that might interest you.
Look also for pictures etc. which might help you to understand the text.
Print the text and underline the most important sentences. Write a summary in Dutch. Use the
sentences you underlined.
Other possibilities: Listen to the news on radio or television of the particular country and
compare the information with what you read in the newspaper. You can find them also through
internet.
A Task
• has a product at the end (What does the learner has to
show at the end?)
• is imaginable (in the short or the longer term)
• fits into the world of the learner (is not hypothetical)
• should have an addressee: if this is clear, it supports the
communicative approach
• is open in its structure, there are more solutions possible
• Steering through clear specifications (e.g. structure,
content and quality)
• needs teamwork
• has as a goal or aim: developing competences