A way into developing responsibility and awareness in language learning in school

Any version of the ELP must be validated by the council of Europes validation committee and follow these principles:

The ELP is the property of the learners. All competence is valued regardless whether

it’s gained inside or outside formal education.

Its linked to the common European Framework of Reference for Languages.

It encourages lifelong language learning as the learner takes responsibility for it’s own learning, evaluation and assessment.

The ELP includes intercultural and personal experiences.

The Portfolio for children is: A learning tool. A means of celebrating childrens’

achievements in languages. A record of the child’s language learning

experiences. A document that can be kept by the child or

the teacher. A source of information to aid transfer.

It helps children to: Become more aware of the importance and

value of knowing different languages. Value and promote cultural diversity. Reflect on and evaluate ways in which they

learn. Develop responsibility for their own

learning. Build up knowledge and understanding.

The ELP is a tool for learning:1. It´s the property of the learner. 2. Children discuss and negotiate the aims,

content and processes of their work.3. They develop a reflective approach to

language learning and strategies to learn independently.

The ELP is a tool for assessing and recording:

1. Children can show off their competence to others.

2. Children can record and see at a glance their achievement and progress.

3. Progress can be recorded repeatedly over time with the Languages Ladder.

The ELP has three main sections: My Language Biography My Dossier My Language Passport

It´s an ever changing part of the ELP: Children should revisit and update it at

frequent intervals. They reflect upon and record whay they can

do and thus become aware of their own progress.

Children can look ahead at new targets and think about how they can learn.

Repeating the process of reflection about targets and self evaluation gives them responsibility about their own learning.

If the children reach the levels in the portfolio, the teacher can set new targets and add them to it.

Progress can be recorded on several areas: Listening Speaking Talking to someone Reading Writing Intercultural undestanding

The dossier is a personal collection of the child´s work:

Children file any special pieces of work, pictures or recordings that show their achievement.

They must take responsibility for what is included, removed or replaced.

It´s contents must be reviewed on a regular basis.

As the dossier grows, it can be divided into different sections. For example:

Songs and rhymes My e-pal My pictures and words Meeting people Stories heard Stories read Comics Interesting websites Slideshares created Mapas conceptuales

Teachers must encourage reflection on dossier work:

Children can discuss what a good dossier looks like.

Children can disscuss what work would show best what they have learnt and the level they have achieved.

Children must show the dossier to others regularly.

The dossier must be always changing.

The dossier can include:

Pictures Souvenirs e-mail messages Selected written work Photos Postcards Audio and video

recordings

Letters Games Word lists Posters Diagrams Reflections on

language learning Blog & web page

entries

The Passport is a record of the child´s learning experiences:

Languages learnt or heard at home Languages learnt at school Languages learnt out of school Contacts and intercultural experiences

The ELP should be used from the beginning of the child’s school life to encourage the development of:

Learning language strategies: communicating, practising new language, memorising, applying prior knowledge, listening and understanding

Value and awareness of other cultures. Awareness of self progress.