LinguaFolioLinguaFolioCan-Do Language Can-Do Language

LearningLearning

Languages and Learning for Languages and Learning for

Schools of the FutureSchools of the Future

Lexington 1 Lexington 1

Part 1Part 1 Conceptual FrameworkConceptual Framework Performance-Based Learning and Performance-Based Learning and

AssessmentAssessment Reflective and Autonomous Reflective and Autonomous

Learning Learning Part 2Part 2

Goal-SettingGoal-Setting InterculturalityInterculturality ConclusionConclusion

AGENDAAGENDA

European Language European Language Portfolio Portfolio

Common Scale of ReferenceCommon Scale of Reference

Common European Common European Framework of ReferenceFramework of Reference

EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO EUROPÉEN DES LANGUES

Common Scale of ReferenceCommon Scale of Reference(CSR)(CSR)

a description of what people a description of what people can do at 6 different levels of can do at 6 different levels of

language performance and language performance and competencecompetence

EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO EUROPÉEN DES LANGUES

A1A1 A2 A2 B1 B1 B2 B2 C1 C2 C1 C2

A-BasicA-Basic User User

B-IndependentB-Independent User User

C-ProficientC-Proficient User User

LinguaFolioLinguaFolio

is a standards-based, self-is a standards-based, self-directeddirected formative assessment formative assessment tool that records ongoing tool that records ongoing learner progress and, along learner progress and, along with external summative with external summative assessment results, provides a assessment results, provides a comprehensive view of comprehensive view of student performance.student performance.

DOSSIERDOSSIER

Digital text, Digital text, audio, andaudio, andvideo work video work samplessamples

MP3 filesMP3 files

PodcastsPodcasts

BIOGRAPHBIOGRAPHYY

LanguageLanguage learning learning backgroundbackground

Can-do* Can-do* statementsstatements

Learning Learning goalsgoals

PASSPORTPASSPORT

Summarized Summarized snap shot of snap shot of self-self-assessmentsassessments

Record of Record of external external assessmentsassessments

NOVICE SUPERIORINTERMEDIATE ADVANCED

Novice High GRID OR MAIN CAN-DO

SUB CAN-DO

EXAMPLES

CUSTOMIZED CAN-DO

LinguaFolio PartnersLinguaFolio Partners

Can-Do ChecklistCan-Do Checklist

CASLS, University of Oregon

SUB CAN-DO

EXAMPLES

CUSTOMIZED CAN-DO

Can-Do ChecklistCan-Do Checklist

CASLS, University of Oregon

SELF-ASSESSMENT

EVIDENCE

The Purpose of The Purpose of LinguaFolio?LinguaFolio?

To have learnersTo have learners know where they are going in know where they are going in

their proficiency journey.their proficiency journey. know how to set goals and do so know how to set goals and do so

routinely.routinely. chart their progress.chart their progress. develop reflective learning skills. develop reflective learning skills. know how to provide evidence for know how to provide evidence for

what they know and can do.what they know and can do.

LinguaFolioLinguaFolio makes the language learning makes the language learning

process transparent.process transparent. provides learners with a way to provides learners with a way to

reflect on their intercultural reflect on their intercultural experiences.experiences.

Backward Design Backward Design

Wiggins and McTighe

National StandardsNational Standards

CommonCommonEuropeanEuropean

Framework ofFramework ofReferenceReference

ACTFLACTFLProficiencyProficiencyGuidelinesGuidelines

LFLF

LinguaFolioLinguaFolio

INTERPERSONAL

INTERPRETIVELISTENING

PRESENTATIONAL WRITING

CSR Can-Do Descriptors (Speaking) A1

Spoken Interaction

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

Spoken Production

I can use simple phrases and sentences to describe where I live and people I know.

ACTFL Proficiency Guidelines (Speaking)

NoviceMid  

Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

It’s Your TurnIt’s Your Turn

Compare the ACTFL Novice Compare the ACTFL Novice Mid Mid

example with the European example with the European Common Scale of Reference Common Scale of Reference

example.example.

International International BenchmarkingBenchmarking

Program for International Student Program for International Student Assessment (PISA) Assessment (PISA)

German English Student Assessment German English Student Assessment International (DESI) International (DESI)

Trends in International Mathematics and Trends in International Mathematics and Science Study (TIMSS)Science Study (TIMSS)

International Baccalaureate (IB)International Baccalaureate (IB) International Spanish Academies (ISAs)International Spanish Academies (ISAs)

It’s Your TurnIt’s Your Turn

What tools exist for us to What tools exist for us to assess language assess language performance? performance?

What types of formative and What types of formative and summative assessments are summative assessments are

used in your district?used in your district?

Formative & Summative Formative & Summative Assessment OptionsAssessment Options

Work samplesWork samples experiencesexperiences In-class learning In-class learning Self-assessmentsSelf-assessments of language of language competencies andcompetencies and intercultural intercultural experiencesexperiences

ELLOPAELLOPA SOPASOPA NOELLANOELLA STAMPSTAMP IPAIPA End-of-Course End-of-Course ExamExam OPI/WPTOPI/WPT Performance taskPerformance task

Performance-Based Performance-Based ApproachApproach

Promotion of real-life language Promotion of real-life language competencies by competencies by

engaging the learner in engaging the learner in contextualized, meaningful, and contextualized, meaningful, and communicative-oriented learning communicative-oriented learning tasks.tasks.

focusing on functional language focusing on functional language (language as an applied skill).(language as an applied skill).

Learner-drivenLearner-driven Teacher-drivenTeacher-driven

Active Active participantsparticipants

Passive Passive recipientsrecipients

Intrinsically Intrinsically motivatedmotivated

Extrinsically Extrinsically motivatedmotivated

Learning-how-to Learning-how-to learnlearn

Direct Direct instructioninstruction

Independent Independent LearnerLearner

Learning CoachLearning Coach

Active LearningActive Learning LearnersLearners Solve problemsSolve problems Answer questionsAnswer questions Formulate Formulate

questionsquestions DiscussDiscuss ExplainExplain DebateDebate BrainstormBrainstorm Work in teamsWork in teams

TeachersTeachers GuideGuide MonitorMonitor MotivateMotivate EncourageEncourage SuggestSuggest ClarifyClarify Provide Provide

opportunitiesopportunities Create environmentCreate environment

It’s Your TurnIt’s Your Turn

To what extent are your students To what extent are your students learning in a performance-based learning in a performance-based approach?approach?

Share an example of an Share an example of an performance-based activity or performance-based activity or assessment that you have used.assessment that you have used.

Questions to ConsiderQuestions to Consider With the goal of proficiency in With the goal of proficiency in

mind, how do we get learners to mind, how do we get learners to take charge of their own take charge of their own learning?learning?

What skills, tools, and mentality What skills, tools, and mentality do learners require?do learners require?

What is the role of the learning What is the role of the learning facilitator (teacher)?facilitator (teacher)?

The LearnersThe Learners reflect on their own learning. reflect on their own learning. establish a deliberate step-by-step establish a deliberate step-by-step

process to enhance learning.process to enhance learning. gradually develop a useful gradually develop a useful

repertoire of learning strategies.repertoire of learning strategies. self-assess with can-do statements self-assess with can-do statements

and provide evidence.and provide evidence. set new learning goals.set new learning goals.

The LearnersThe Learners connect what they already know connect what they already know

to what they are learning.to what they are learning. check frequently to see what check frequently to see what

they can and cannot do yet.they can and cannot do yet. determine which activities help determine which activities help them learn most effectively.them learn most effectively.

set small, achievable goals.set small, achievable goals. plan and monitor their future plan and monitor their future

learning.learning.

Learner Self-CheckLearner Self-Check What am I learning?What am I learning? Why am I learning it?Why am I learning it? How am I learning it?How am I learning it? How can I demonstrate my How can I demonstrate my

learning?learning? What am I going to do next?What am I going to do next?

Role of the Role of the TeacherTeacher

What is the role of the teacher as a What is the role of the teacher as a learning facilitator or coach inside learning facilitator or coach inside and outside a performance-based and outside a performance-based classroom?classroom?

Share your thoughts with everyone.Share your thoughts with everyone.

The Teacher as Coach The Teacher as Coach Facilitates learning byFacilitates learning by posting daily learning goals posting daily learning goals

based on the based on the can-docan-do statements statements in the target language. in the target language.

training learners to use goals and training learners to use goals and connect them to their learning.connect them to their learning.

having learners self-assess the having learners self-assess the extent to which they meet the extent to which they meet the goals.goals.

Application in the Application in the ClassroomClassroom

I can I can • understand some short understand some short conversations or descriptions.conversations or descriptions.• exchange personal informationexchange personal information using phrases and simple using phrases and simple sentences.sentences.• write a description of a familiar write a description of a familiar experience or event using experience or event using phrases phrases and simple sentences.and simple sentences.

The Teacher as Coach or The Teacher as Coach or FacilitatorFacilitator

Provides opportunities for Provides opportunities for learners tolearners to

respond to can-do statements.respond to can-do statements. set their own goals.set their own goals. reflect on their learning reflect on their learning

strategies.strategies. self-assess.self-assess. provide evidence of what they provide evidence of what they

can do.can do.

HOMEPAGE

BIOGRAPHY

CAN-DO STATEMENTS

Uploading EvidenceUploading Evidence EVIDENCE

PASSPORT

What isWhat is

““Good” Evidence? Good” Evidence?

Autonomous Learning Autonomous Learning EnvironmentsEnvironments

Learning FacilitatorLearning Facilitator models thinking about learning.models thinking about learning. provides opportunities for learners provides opportunities for learners

to think about how they learn.to think about how they learn. varies activities and provide choice.varies activities and provide choice. makes learners aware of how to use makes learners aware of how to use

the language in authentic settings the language in authentic settings and provides opportunities to use and provides opportunities to use the language in those settings.the language in those settings.

LearnerLearner reflects on which learning reflects on which learning

strategies are most effective.strategies are most effective. selects activities that match their selects activities that match their

learning styles and interests.learning styles and interests. makes use of opportunities to use makes use of opportunities to use

the language in authentic the language in authentic settings.settings.

sets personal learning goals.sets personal learning goals.

Autonomous Learning Autonomous Learning EnvironmentsEnvironments

The Purpose of The Purpose of ReflectionReflection

Activates learners’ potential to Activates learners’ potential to understand how they learnunderstand how they learn

Enables learners to take charge Enables learners to take charge of their own learning processof their own learning process

Empowers learners to Empowers learners to understand and chart progress understand and chart progress on the language proficiency on the language proficiency continuumcontinuum

Post Activity ReflectionPost Activity Reflection What surprised me about the What surprised me about the

students we Skyped was…students we Skyped was… I found the language used by my I found the language used by my

blogging friend easy/hard to blogging friend easy/hard to understand because…understand because…

One thing I learned about myself or One thing I learned about myself or my own culture from blogging is…my own culture from blogging is…

To prepare for the next time we To prepare for the next time we videoconference, I need to…videoconference, I need to…

Learner Reflection Learner Reflection Activity Activity

About my learningAbout my learning I have learned… I have learned… I can…I can… I am good at…I am good at… I haven’t I haven’t

managed…managed… I don’t I don’t

understand…understand… I have difficulty I have difficulty

in…in…

About the lessonAbout the lesson I like … best…I like … best… The most The most

interesting thing interesting thing is…is…

I don’t like…I don’t like… The most boring The most boring

thing is…thing is…

It’s Your TurnIt’s Your Turn

Think about a current teaching Think about a current teaching unit.unit.1. Consider what suggestion 1. Consider what suggestion you would make to guide the you would make to guide the learners’ reflections. learners’ reflections. 2. Anticipate how learners 2. Anticipate how learners might reflect upon the might reflect upon the learning experience and share learning experience and share with your neighbor.with your neighbor.

Set or adjust Set or adjust learning learning

goalsgoals

Select Select strategiestrategie

ss

Provide Provide evidenceevidence

Self-Self-assessassess

and and reflectreflect

ReflectivReflectivee

LearningLearningProcessProcess

ReflectivReflectivee

LearningLearningProcessProcess

Recap of Part 1Recap of Part 1 What is LF and why use it?What is LF and why use it? How LF is a tool for performance-How LF is a tool for performance-

based learning?based learning? How are learner and teacher How are learner and teacher

roles changing?roles changing? See self-assessment handout.See self-assessment handout.

LinguaFolioLinguaFolioCan-Do Language Can-Do Language

LearningLearning

Part 2Part 2

Set or adjust Set or adjust learning learning

goalsgoals

Select Select strategiestrategie

ss

Provide Provide evidenceevidence

Self-Self-assessassess

and and reflectreflect

ReflectivReflectivee

LearningLearningProcessProcess

ReflectivReflectivee

LearningLearningProcessProcess

Essential QuestionEssential Question

What impact will goal setting What impact will goal setting and reflection have on the and reflection have on the teaching and learning process?teaching and learning process?

LinguaFolio Nebraska LinguaFolio Nebraska StudyStudy

Dr. Ali Moeller, University of Nebraska, Dr. Ali Moeller, University of Nebraska, has completed a five-year longitudinal has completed a five-year longitudinal study investigating thestudy investigating the

Impact of goal setting on student Impact of goal setting on student achievementachievement

Role of self-assessmentRole of self-assessment Implementation of LF as an Implementation of LF as an

assessment tool to promote assessment tool to promote articulated K-16 language programarticulated K-16 language program

SubjectsSubjects

2 week Spanish Immersion funded 2 week Spanish Immersion funded by Teacher Quality Grantsby Teacher Quality Grants

23 23 Teachers of Spanish Teachers of Spanish Grades Grades 7-12 7-12 Language, literature, culture, Language, literature, culture,

pedagogy, technology, LinguaFoliopedagogy, technology, LinguaFolio Teacher participants implemented LF Teacher participants implemented LF

(120 teachers)(120 teachers) Followed teachers & students for 5 Followed teachers & students for 5

yearsyearsMoeller, 2010

Promote Self-Promote Self-RegulationRegulation

Essential QuestionEssential QuestionHow do we position students to How do we position students to think about their own learning and think about their own learning and make connections inside and make connections inside and

outside the classroom outside the classroom in order to monitor their learning in order to monitor their learning

development?development?

Moeller, 2010

What do you ultimately want to What do you ultimately want to achieve/be able to do and at what achieve/be able to do and at what

level of accomplishment?level of accomplishment?

Long Term Goals and Long Term Goals and PurposePurpose

Moeller, 2010

GoalsGoals reflect the integration of reflect the integration of

motivation and working memory.motivation and working memory. motivate their attainment.motivate their attainment. are highly individual.are highly individual. require the learner to exert require the learner to exert

cognitive effort to achieve them.cognitive effort to achieve them.

Moeller, 2010

SMART Goals SMART Goals

SSpecificpecific MMeasurableeasurable AAchievablechievable RRelevantelevant TTime-boundime-bound

Moeller, 2010

Goal ValueGoal ValueThe motivating property of a goal The motivating property of a goal

is affected by its value—how is affected by its value—how much is the goal worth?much is the goal worth?

The higher the value, the higher The higher the value, the higher the motivation.the motivation.

Value sustains goal engagement: Value sustains goal engagement: goals direct and sustain working goals direct and sustain working memory allocation during the memory allocation during the time they are active.time they are active. Moeller, 2010

Expectations that learnersExpectations that learnersestablish for themselvesestablish for themselves

≠≠Academic expectationsAcademic expectationsestablished by teachersestablished by teachers

MotivationMotivationMeans-end: If I study I will get a Means-end: If I study I will get a

high grade.high grade.Outcome expectancies: If I Outcome expectancies: If I

accomplish this what can I expect accomplish this what can I expect to get (job, into grad school).to get (job, into grad school).

Success expectancies: If I set a Success expectancies: If I set a realistic goal, I can succeed.realistic goal, I can succeed.

Moeller, 2010

Effects on Student Effects on Student AchievementAchievement

Moeller, 2010

Principles of Principles of Assessment Assessment for Learning for Learning

++ LinguaFolioLinguaFolio

ReducedReduced

ClassClass

SizeSize

4x to 5x4x to 5x

>>

Facilitator Role inFacilitator Role in Goal Goal SettingSetting

Models goal setting.Models goal setting. Makes it clear that Makes it clear that

functional use of language, functional use of language, not knowledge of grammar, not knowledge of grammar, is the principle goal.is the principle goal.

Provides opportunities for Provides opportunities for learners to set their ownlearners to set their own goals.goals.

Posted Learning GoalsPosted Learning Goals Today we’ll learn how toToday we’ll learn how to write/talk about our visit to the write/talk about our visit to the zoo.zoo. write a note to a friend.write a note to a friend. make a fitness plan for the make a fitness plan for the

week.week. compare 2 works of art.compare 2 works of art. design a personal resume.design a personal resume.

SetSet or Adjust Goals or Adjust GoalsI want to be able toI want to be able to describe the animals that I see at describe the animals that I see at

the zoo.the zoo. text a message to my friend.text a message to my friend. create my own fitness plan. create my own fitness plan. tell why I like or dislike a work of tell why I like or dislike a work of

art.art. write about a job that I have had.write about a job that I have had.

Select StrategiesSelect Strategies Brainstorm words I need to know.Brainstorm words I need to know. Participate in role-play.Participate in role-play. Find and read resources on the Find and read resources on the

Internet.Internet. Listen to native speakers Listen to native speakers

discussing my topic.discussing my topic. Share a draft with a classmate for Share a draft with a classmate for

peer review.peer review.

Provide EvidenceProvide Evidence Captions on photos taken of Captions on photos taken of

animals at the zooanimals at the zoo Uploaded text messageUploaded text message Oral or written personal fitness planOral or written personal fitness plan Oral or written presentation of a Oral or written presentation of a

work of art.work of art. Written description of a job Written description of a job

experienceexperience

Self-Assessment and Self-Assessment and ReflectionReflection

use of class rubricuse of class rubric checking off lesson/unit can-do checking off lesson/unit can-do

statementsstatements reflection based on peer feedbackreflection based on peer feedback comparison of evidence to comparison of evidence to

original goaloriginal goal identification of next stepsidentification of next steps

Set or adjust Set or adjust learning learning

goalsgoals

Select Select strategiestrategie

ss

Provide Provide evidenceevidence

Self-Self-assessassess

and and reflectreflect

ReflectivReflectivee

LearningLearningProcessProcess

ReflectivReflectivee

LearningLearningProcessProcess

Adjusting Learner GoalsAdjusting Learner Goals Before I can… I will have to know Before I can… I will have to know

how to…how to…

I still have trouble with … so I have I still have trouble with … so I have to work with …to work with …

The next step for me in the process The next step for me in the process of writing a … is ….of writing a … is ….

I want to learn how to … in order I want to learn how to … in order to…to…

Set or Set or AdjustAdjust Goals Goals Before I text another message, I have Before I text another message, I have

to know more short cuts in the TL.to know more short cuts in the TL.

I still have trouble describing animals I still have trouble describing animals so I have to learn more about so I have to learn more about making my nouns and adjectives go making my nouns and adjectives go together.together.

The next step for me in the process The next step for me in the process

of writing a personal fitness plan is of writing a personal fitness plan is to look atto look at my food choices.my food choices.

Set or Set or AdjustAdjust Goals Goals

I still have trouble describing art I still have trouble describing art so I need to ask my friend that so I need to ask my friend that speaks the language to help me.speaks the language to help me.

I want to find resumes in the TL I want to find resumes in the TL to make my resume better.to make my resume better.

I want to learn how to be more I want to learn how to be more confident in order to Skype with confident in order to Skype with my e-pal.my e-pal.

Formula for SuccessFormula for SuccessSetting GoalsSetting Goals

++Documenting ProgressDocumenting Progress

++Self-assessing LearningSelf-assessing Learning

==Student AchievementStudent Achievement

Moeller, 2010

INTERCULTURALITYINTERCULTURALITY

InterculturalityInterculturality

What does “interculturality” mean What does “interculturality” mean to you?to you?

Take a few minutes to discuss how Take a few minutes to discuss how interculturality is reflected in your interculturality is reflected in your classes and community.classes and community.

InterculturalityInterculturality

Presentational

Interpretive

Products

Practices

Perspectives Interpersonal

Com

mu

nic

ati

Com

mu

nic

ati

on

on

Cu

lture

sC

ultu

res

InterculturalityInterculturalityLearners also need to be able to self-Learners also need to be able to self-assess their intercultural competencies.assess their intercultural competencies.

How can learners become aware of How can learners become aware of the multiple aspects of culture?the multiple aspects of culture?

How do they engage in and reflect How do they engage in and reflect upon intercultural encounters?upon intercultural encounters?

To what extent do they understand To what extent do they understand how language and culture are how language and culture are interrelated?interrelated?

Reflecting on Reflecting on InterculturalityInterculturality

Learning FacilitatorsLearning Facilitators Provide insight into their own Provide insight into their own

culture.culture. Share their intercultural experiences.Share their intercultural experiences. Provide opportunities for Provide opportunities for

intercultural encounters.intercultural encounters. Demystify cultural differencesDemystify cultural differences Facilitate student reflection. Facilitate student reflection.

Intercultural EncounterIntercultural Encounter1. Who, What, When1. Who, What, When

2.2.

Feel, Know, ActFeel, Know, Act

3. Reflect and Edit3. Reflect and Edit

Byram, 2001

PASSPORT

ENCOUNTERS

WHERE

WHEN

THEME

LANGUAGE

TITLE

Interculturality Interculturality overviewoverviewEDITING

ENCOUNTERS

EDITING ENCOUNTERS

Building Reflective Building Reflective CapacityCapacity

Examples from Elementary School Examples from Elementary School LearnersLearners

What I really liked about the…festival is …What I really liked about the…festival is … What I’d like to share about how we What I’d like to share about how we

celebrate birthdays with our partner class celebrate birthdays with our partner class is…is…

I thought that the song/game from … was I thought that the song/game from … was ……

Kids in … don’t celebrate Thanksgiving Kids in … don’t celebrate Thanksgiving because…but they do celebrate …because…but they do celebrate …

Reflecting on Cultural Reflecting on Cultural InteractionsInteractions

Last week I texted with a friend from Last week I texted with a friend from __ and I misunderstood ___. Now I __ and I misunderstood ___. Now I realize…realize…

What I understood from the speaker What I understood from the speaker was… What I still don’t understand is…was… What I still don’t understand is…but I will…but I will…

When my friend from ___ laughed at When my friend from ___ laughed at my comment, I felt ___ . Upon my comment, I felt ___ . Upon reflection, I realized that…reflection, I realized that…

It’s Your TurnIt’s Your TurnSomeone abroad asks you to explainSomeone abroad asks you to explainthe USA’s national world languages the USA’s national world languages curriculum.curriculum.

How would you bridge the cultural How would you bridge the cultural divide on this topic?divide on this topic?

What linguistic challenges would What linguistic challenges would you have?you have?

Where might your post-discussion Where might your post-discussion reflections lead you?reflections lead you?

It’s Your TurnIt’s Your TurnConsider a unit on environmental Consider a unit on environmental issuesissues

(volcanic ash, oil spill, etc.)(volcanic ash, oil spill, etc.)

What learning experiences might you What learning experiences might you design to engage your students in design to engage your students in intercultural interaction?intercultural interaction?

What instructional activity/strategy might What instructional activity/strategy might provoke intercultural reflection?provoke intercultural reflection?

What questions might guide their What questions might guide their reflections?reflections?

Your Turn to Self-AssessYour Turn to Self-AssessTake a few minutes to review Take a few minutes to review

this session’s can-do this session’s can-do statements.statements.

What is still unclear for me What is still unclear for me about about

LF is.LF is. My next step with LF will be…My next step with LF will be…

ResourcesResources National Council of State Supervisors for LanguagesNational Council of State Supervisors for Languages www.ncssfl.org

European Language PortfolioEuropean Language Portfolio http://culture2.coe.int/portfolio/

CILT National Centre for Languages in the UKCILT National Centre for Languages in the UK http://www.cilt.org.uk/

European Language Portfolio In Use 9 ExamplesEuropean Language Portfolio In Use 9 Examples http://www.tcd.ie/CLCS/portfolio/ELP_network/ELPInUse_http://www.tcd.ie/CLCS/portfolio/ELP_network/ELPInUse_NineExamples.pdfNineExamples.pdf

Contact InfoContact Info Ruta CouetRuta Couet

SC Department of EducationSC Department of Education

rcouet@ed.sc.govrcouet@ed.sc.gov

803-734-8383803-734-8383