EPOSTL

11

EPOSTL

22

EPOSTL

33

EPOSTL

44

EPOSTL

55

EPOSTL

66

EPOSTL

77

EPOSTL

88

EPOSTL

99

EPOSTL

1010

The origins of the EPOSTL The origins of the EPOSTL

EPOSTL

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EPOSTL

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Project TasksProject Tasks

Address content of teacher education Address content of teacher education core competencescore competences

To formulate didactic competence To formulate didactic competence descriptorsdescriptors (I can…) relating to language (I can…) relating to language teaching teaching

Develop a Develop a PortfolioPortfolio to help student to help student teachers reflect on their knowledge, skills teachers reflect on their knowledge, skills and valuesand values

EPOSTL

1313

EPOSTL

1414

The central aims of the EPOSTL The central aims of the EPOSTL

EPOSTL

1515

to encourage to encourage students to reflect students to reflect on the on the competences a competences a teacher strives to teacher strives to attain and on the attain and on the underlying underlying knowledge which knowledge which feeds these feeds these competencescompetences

EPOSTL

1616

to promote to promote discussion discussion between between students and students and between between students and students and their teacher their teacher educators and educators and mentorsmentors

EPOSTL

1717

to facilitate to facilitate self-self-assessment assessment of students’ of students’ competencecompetence

EPOSTL

1818

to provide to provide an an instrument instrument which which helps chart helps chart progressprogress

EPOSTL

1919

to provide to provide support during support during teaching teaching practice and practice and assist in assist in discussions discussions with mentors with mentors and teacher and teacher educatorseducators

EPOSTL

2020

The structure of the EPOSTL The structure of the EPOSTL

EPOSTL

2121

EPOSTL

2222

EPOSTL

2323

EPOSTL

2424

I can cater for a range of learning

styles

I can evaluate and select a

variety of materials to

stimulate writing

EPOSTL

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I can creative a supportive

atmosphere that invites learners to

take part in speaking activities.

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2626

I would let pupils work in small

groups.

I wouldn’t correct their

mistakes all the time.

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Categorisation of descriptorsCategorisation of descriptors

1.1. ContextContext

2.2. MethodologyMethodology

3.3. ResourcesResources

4.4. Lesson planningLesson planning

5.5. Conducting a lessonConducting a lesson

6.6. Independent Independent LearningLearning

7.7. Assessment of Assessment of learninglearning

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2828

EPOSTL

2929

EPOSTL

3030

I can understand I can understand the requirements the requirements set in national set in national and local and local curricula.curricula.

I can understand and I can understand and integrate content of integrate content of

European documents European documents (e.g. CEFR, ELP) as (e.g. CEFR, ELP) as

appropriate in my appropriate in my teaching.teaching.

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3131

Quantifying competences Quantifying competences C2C2 Can exploit a comprehensive and reliable mastery of a very wide range of Can exploit a comprehensive and reliable mastery of a very wide range of

language to formulate thoughts precisely, give emphasis, differentiate and language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity.eliminate ambiguity.

C1C1 Can select an appropriate formulation from a broad range of language to Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to express him/herself clearly, without having to restrict what he/she wants to say.say.

B2B2 Can express him/herself clearly and without much sign of having to restrict Can express him/herself clearly and without much sign of having to restrict what he/she wants to say.what he/she wants to say.

B1B1 Has a sufficient range of language to describe unpredictable situations, Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films.express thoughts on abstract or cultural topics such as music and films.

A2A2 Has a repertoire of basic language which enables him/her to deal with Has a repertoire of basic language which enables him/her to deal with everyday situations with predictable content, though he/she will generally everyday situations with predictable content, though he/she will generally have to compromise the message and search for words.have to compromise the message and search for words.

A1A1 Has a very basic range of simple expressions about personal details and Has a very basic range of simple expressions about personal details and needs of a concrete type.needs of a concrete type.

EPOSTL?

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1.

2.

3.

4.

EPOSTL

3333

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3434

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3535

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3636

EPOSTL

3737

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3838

EPOSTL

3939

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4040

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4141

European Commission/Univ. European Commission/Univ. of Southamptonof Southampton– European Profile for Language European Profile for Language

Teacher Education – a frame of Teacher Education – a frame of referencereference

Council of EuropeCouncil of Europe– Common European Framework Common European Framework

of Referenceof Reference– European Language PortfolioEuropean Language Portfolio

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The The Common European Framework Common European Framework provides a common basis for the provides a common basis for the elaboration of language syllabuses, elaboration of language syllabuses, curriculum guidelines, examinations, curriculum guidelines, examinations, textbooks etc. across Europe.textbooks etc. across Europe.

The EPOSTL provides a common basis for the specification and discussion of didactic competences and teacher education curricula across Europe.

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4343

The The Common European Framework Common European Framework (…) (…) describes in a comprehensive way what describes in a comprehensive way what language learnerslanguage learners have to learn to do in have to learn to do in order to use a language for communication order to use a language for communication and what knowledge and skills they have to and what knowledge and skills they have to develop so as to be able to act effectively.develop so as to be able to act effectively.

The The EPOSTL EPOSTL describes in a describes in a comprehensive way what comprehensive way what language language teachersteachers have to learn to do in order to have to learn to do in order to teach learners to use a language for teach learners to use a language for communication and what knowledge and communication and what knowledge and skills they have to help learners to skills they have to help learners to develop so as to be able to act develop so as to be able to act effectively. effectively.

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4444

CEFR: Overall reading comprehension (p.69) EPOSTL: Methodology, D. Reading

B1. Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.

1. I can select texts appropriate to the needs, interests and language level of the learners.

CEFR: Reading for orientation (p.70) EPOSTL: Methodology, D. Reading

B1. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.

5. I can set different activities in order to practise and develop different reading strategies according to the purpose of reading (skimming, scanning etc.).

CEFR: Reading for information and argumentation (p.70)

EPOSTL: Methodology, D. Reading

B2. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.

9. I can help learners to develop critical reading skills (reflection, interpretation, analysis etc.).

EPOSTL

4545

EPOSTL

4646

European Language PortfolioEuropean Language Portfolio

Language/learner-based:Language/learner-based:

I can understand short simple texts written I can understand short simple texts written in common everyday language in common everyday language

EPOSTLEPOSTLDidactic/teacher-based:Didactic/teacher-based:

I can select texts appropriate to I can select texts appropriate to the needs and language level of the needs and language level of the learnersthe learners

EPOSTL

4747

EPOSTL

4848

‘The Profile presents a toolkit of 40 items which could be included in a teacher education programme to equip language teachers with the necessary skills and knowledge’ (http://www.lang.soton.ac.uk/profile/report/MainRep

ort.pdf)

What is the Profile?What is the Profile?

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Profile item 28:Profile item 28:Training in the practical Training in the practical application of curricula and application of curricula and syllabuses.syllabuses.

I can identify curriculum I can identify curriculum requirements and set requirements and set learning aims and learning aims and objectives suited to my objectives suited to my learners needs and learners needs and interests.interests.

EPOSTL

5151

Profile item 19:Profile item 19:Training in the application of various Training in the application of various assessment procedures and ways of assessment procedures and ways of recording learners’ progress.recording learners’ progress.

EPOSTLEPOSTL ::I can assess the process of I can assess the process of project work.project work.

I can design a range of tests I can design a range of tests appropriate for my testing aims appropriate for my testing aims and learners’ needs.and learners’ needs.

EPOSTL

5252

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5353

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European Input to FTE ProjectEuropean Input to FTE Project

ECEuropean

Profile

CofE (ECML)Platform of

Teacher Educators

CofE (LPD)European Language Portfolio

European Portfolio for Student Teachers of Languages

(EPOSTL)

CofE (LPD)Common European Framework

Categories,Insights

Reflection,Self-assessment

International ex- pertise, experience

Rationale,‘Can-do’ descriptors

EPOSTL

5757

Expected outcomesExpected outcomes

Provide greater transparency of aims and Provide greater transparency of aims and didactic competences in teacher education for didactic competences in teacher education for both students and educators both students and educators

Support a reflective mode of teacher education Support a reflective mode of teacher education

Aid harmonisation of bottom-up, need-based Aid harmonisation of bottom-up, need-based objectives and top-town curriculum planning objectives and top-town curriculum planning

Aid comparison of teacher education Aid comparison of teacher education programmesprogrammes

EPOSTL

5858

More information and More information and downloadable versions of the EPOSTL fromdownloadable versions of the EPOSTL from

http://epostl2.ecml.at/

PowerPoint production:

David Newby

Nancy Campbell

Christian Stenner

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S P E C I A L T H A N K S TO S T U D E N TS F R O M

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A L L O F W H O M U S E …

EPOSTL

http://epostl2.ecml.at/