Portfolio lemoiz english version april 23rd

THE EUROPEAN LANGUAGE
PORTFOLIO FOR INFANT AND
1ST CYCLE OF PRIMARY

LEMOIZKO ESKOLA
015336aa@hezkuntza.net

THE EUROPEAN LANGUAGE FRAMEWORK

 Published in 1996 as part of a Project called
‘Language Learning for European Citizenship’
 Two main aims:
 Improve mutual communication among Europeans.
 Improve multicultural understanding.
 Basis to Language Learning and Teaching.
 Settles different reference levels
 Focused on the skills the learners should need in
order to use a language effectively as a tool for
communication within the context they are.
 Recognition of qualification and certification
systems.
LEMOIZKO HERRI ESKOLA 2007- 2008 SCHOOLYEAR 2

LANGUAGE PORTFOLIOS IN THE EU
 Way of developing the European Common
Framework :
 Developed by each country.
 Must be validated by the European Commission.
 As a basis, The ALTE (Association of Language
Testers in Europe) "Can Do" project developed a
simplified set of 400+ descriptors for language
examinations which relate to the Common
Reference Levels.
 It’s aimed for all the Citizens in Europe from
childhood to adult.
 Different portfolios for different ages

 Property of the pupil
 Three parts:
 Biography –
 Relates to your previous language experiences.
 Fosters multiculturalism.
 Passport
 Relates to the levels you have qualified for.
 Dossier
 Record of you best work pieces


MAIN AIMS FOR ELP

Two main aims:
a) to motivate learners
b) to document its holder's multilingual language
proficiency and experiences in other languages in a
comprehensive, informative, transparent and reliable
way and internationally comparable manner.


MAIN FUNCTIONS FOR ELP
A) THE PEDAGOGIC FUNCTION
 Enhance the motivation
 Improve their ability to communicative in different
languages
- to learn additional languages
- to seek new intercultural experiences
 Incite and help learners to
 reflect their objectives, ways of learning and success
in language learning by:
 planning their learning
 learning autonomously
 Encourage learners to enhance their multilingual and
intercultural experience.


PORTFOLIO MODELS IN USE
1.- MODEL FOR VERY YOUNG LEARNERS (3-7)
 COVER - BIOGRAPHY

HEZKUNTZA SAILA


BIOGRAPHY

HEZKUNTZA SAILA

 PASSPORT

HEZKUNTZA SAILA


PRIMARY EDUCATION
 ELP PASSPORT
 ELP BIOGRAPHY
 ELP DOSSIER
SECONDARY EDUCATION
ELP PASSPORT
ELP BIOGRAPHY AND DOSSIER


WHY WE WORK WITH IT
 Very young school that have had to start from
scratch.
 We change 50 % of our staff every year.
 We thought it was a good way to foster discussion
and decision –making on languages.
 We still have to develop our own curriculum, so we
need hooks that support teacher’s training on a wide
number of matters.
 Two years ago, it was clear enough that we had to
change our point of view about competences towards
a ‘can do’ approach.
 It helps to show a coherent approach to newcomers,
both teachers and kids.

WHAT WE DO AT LEMOIZ
 Portfolio helps us to work with the kids on two different
aspects:

 INTERCULTURALITY: Goals:
 Each child to be able to understand and appreciate
her own and others’ cultural backgrounds.

 SELF- ASSESSMENT: Goals
 Help each child to be aware about own linguistic
abilities and difficulties.
 Learning autonomy: Help each child to get (and to
know it) the procedures they need to carry out a task
successfully.

ACTIVITIES
 WARMING UP
FAMILIES.
 General Assembly to present and explain the project.
 File as a reminder about our expectations and the kind
of support they can give.
CHILDREN
 ‘Nork ekartzen ditu jostailuak?’

 PROCESS
FAMILIES
 Gure inguruko koloretako ipuinak
 Help with the portfolio (e.g. stickers)
 Support and help for ‘Gure Munduko Txokoa ‘ activity.


ACTIVITIES
CHILDREN
 ‘Gure munduko Txokoa’ to foster language awareness and
multiculturalism.
 ‘Ikusi- Makusi’ to focus on different learning activities
and/ or everyday/ classroom routines, and promote
reflection and discussion about learning process.
 ‘Nire lan hoberenak’ to think and explain to others about
what I have achieved and the difficulties in the process.
TEACHERS
 ‘Working with descriptors’ multi layered activity which
takes different directions
 Correlate the descriptors with the same ones from all
levels.
 Make individual or group observation tables related to
one descriptor/ situation.
 Link the descriptors with assessment criteria in the
New Curriculum. LEMOIZKO HERRI ESKOLA 2007- 2008 SCHOOLYEAR 14

WHY IS IT A REALLY POWERFUL TOOL?
FOR LEARNERS:

 Motivation about family languages and family history
 Motivation about caring about others’ cultural
backgrounds.
 Good tool to start thinking about owns learning
process.
 Student autonomy.
 Motivation about language learning.
 Makes sense (at last?) about what they learn in
different languages. HTB


WHY IS IT A REALLY POWERFUL TOOL?
FOR TEACHERS:

 Framework to all the work you carry out within your
classroom.
 Promotes real common reflection and change among
the staff.
 Chance to put the New Curriculum into practice and to
start thinking together about a ‘can do’ approach.
 Chance to think about language teaching from an
integrated approach.
 Chance to revisit all the activities in the curriculum (
and not only the linguistic ones) carried out in any
classroom under a different point of view.


SNAGS
 It needs common agreement among whole staff.
 Should be implemented along all Compulsory
Education.
 May be a bit time consuming at infant education


Portfolio lemoiz english version april 23rd

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Portfolio lemoiz english version april 23rd