Portfolios – instruments for transferring

& promoting

a “learning philosophy”

Portfolios – instruments for transferring

& promoting

a “learning philosophy”

Good practices in History teaching

Ileana Racoviceanu Belgrade, Serbia, Octombrie, 2007

Good practices in History teaching

Ileana Racoviceanu Belgrade, Serbia, Octombrie, 2007

Two ExamplesTwo Examples

LANGUAGESThe European Language Portfolio – the

EAQUALS/ALTE version for Adults (15+)

INTERCULTURAL COMMUNICATIONThe Portfolio of Intercultural

Competence

LANGUAGESThe European Language Portfolio – the

EAQUALS/ALTE version for Adults (15+)

INTERCULTURAL COMMUNICATIONThe Portfolio of Intercultural

Competence

Why these two?Why these two?

Increasing mobility of people, goods and capitals leads to increasing communication needs which involve

LANGUAGESADAPTABILITY TO DIVERSITYBEHAVIOURAL FLEXIBILITYSTANDARDS AND VALUES

Increasing mobility of people, goods and capitals leads to increasing communication needs which involve

LANGUAGESADAPTABILITY TO DIVERSITYBEHAVIOURAL FLEXIBILITYSTANDARDS AND VALUES

Potential target groups (national level)

Potential target groups (national level)

Students and other categories of learners

Teachers at all levels and backgroundsEmployeesCompanies, EmployersHuman Resources DepartmentsAuthoritiesDecision makersMedia

Students and other categories of learners

Teachers at all levels and backgroundsEmployeesCompanies, EmployersHuman Resources DepartmentsAuthoritiesDecision makersMedia

What is the ELP ? A self-assessment moment

What is the ELP ? A self-assessment moment

Check how the ELP works

( for English Level B1)

Check how the ELP works

( for English Level B1)

What is the ELP ?What is the ELP ?

A self-assessment tool used by a learner to bring evidence of his/her language level, history, experience, etc.

About 90 validated models

A self-assessment tool used by a learner to bring evidence of his/her language level, history, experience, etc.

About 90 validated models

Council of Europe Validated Portfolios

What is the ELP ?What is the ELP ?

LANGUAGE PASSPORT – a quick overview of your competencies (sum of language skills) + certificates + attended EAQUALS/ALTE courses

LANGUAGE PASSPORT – a quick overview of your competencies (sum of language skills) + certificates + attended EAQUALS/ALTE courses

What is the ELP ?What is the ELP ?

LANGUAGE BIOGRAPHY – setting the learning aims, priorities, learning history and the most significant linguistic an intercultural experiences

LANGUAGE BIOGRAPHY – setting the learning aims, priorities, learning history and the most significant linguistic an intercultural experiences

What is the ELP ?What is the ELP ?

LANGUAGE DOSSIER – a collection of recorded samples of your work (written, audio, video) to bring proof of your language abilities.

Brings also proof of your development and gives you freedom to express yourself.

LANGUAGE DOSSIER – a collection of recorded samples of your work (written, audio, video) to bring proof of your language abilities.

Brings also proof of your development and gives you freedom to express yourself.

Global Scale Descriptors AGlobal Scale Descriptors A

Council of Europe Global ScaleLanguage Level A Descriptors

A2

BasicUser

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Global Scale Descriptors BGlobal Scale Descriptors B

Council of Europe Global ScaleLanguage Level B Descriptors

B2

Indepen-dentUser

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Global Scale Descriptors CGlobal Scale Descriptors C

Council of Europe Global ScaleLanguage Level C Descriptors

C2

ProficientUser

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

C1

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Stages of promoting the ELP in Romania

Stages of promoting the ELP in Romania

1. 2001 – Promoting the Language Passport target: mostly language teachers

2. 2002 - Promoting and piloting the Language Passport target: language teachers + students

3. 2003 - Promoting and piloting the ELP target: language teachers + students

4. 2005 - Promoting the ELP target: employers, authorities, media

1. 2001 – Promoting the Language Passport target: mostly language teachers

2. 2002 - Promoting and piloting the Language Passport target: language teachers + students

3. 2003 - Promoting and piloting the ELP target: language teachers + students

4. 2005 - Promoting the ELP target: employers, authorities, media

What can you do with the ELP?

What can you do with the ELP?

Develop your self-assessment abilities Develop your communication abilities in

a number of languages, irrespective of the operational level and of the environment where you have acquired the language

Supports your motivation and helps you in establish your own learning priorities

Brings proof of your language level, especially for the languages that have no official certification system

Develop your self-assessment abilities Develop your communication abilities in

a number of languages, irrespective of the operational level and of the environment where you have acquired the language

Supports your motivation and helps you in establish your own learning priorities

Brings proof of your language level, especially for the languages that have no official certification system

Latest developmentsLatest developments

The Language Passport is part of EUROPASS

The Language Passport is part of EUROPASS

The EAQUALS/ALTE e-ELP, the first electronic European Language Portfolio The EAQUALS/ALTE e-ELP, the first

electronic European Language Portfolio

Questions and/or comments related to the ELP

Questions and/or comments related to the ELP

The Portfolio of Intercultural Competence – Reflect on:

The Portfolio of Intercultural Competence – Reflect on:

How often do you go abroad every year?Have you ever worked in a group with

people from other cultures?Do you read books written in other

languages?Which countries have you been to?How often do you meet people from other

countries? In how many languages can you say “hello”?How many friends abroad do you have?

How often do you go abroad every year?Have you ever worked in a group with

people from other cultures?Do you read books written in other

languages?Which countries have you been to?How often do you meet people from other

countries? In how many languages can you say “hello”?How many friends abroad do you have?

The Portfolio of Intercultural Competence

The Portfolio of Intercultural Competence

Check how the PIC works

My perception about me in an

intercultural context

Check how the PIC works

My perception about me in an

intercultural context

The Aims of the PICThe Aims of the PIC

To support tolerance of ambiguity

As an ability to accept:

ambiguity lack of clarity and to be able to deal with them

CONSTRUCTIVELY

To support tolerance of ambiguity

As an ability to accept:

ambiguity lack of clarity and to be able to deal with them

CONSTRUCTIVELY

The Aims of the PICThe Aims of the PIC

To improve behavioural flexibilityTo improve behavioural flexibility

As an ability to adapt

your own behaviour to different situations

As an ability to adapt

your own behaviour to different situations

The Aims of the PICThe Aims of the PIC

To raise communicative awareness To raise communicative awareness

As an ability to establish As an ability to establish

• relationships with partners from otherrelationships with partners from other cultural backgrounds and cultural backgrounds and • to modify correspondingly your ownto modify correspondingly your own attitude and expressionattitude and expression

The Aims of the PICThe Aims of the PIC

To sustain knowledge discovery To sustain knowledge discovery

As an ability As an ability

• to acquire new knowledge about cultures and cultural practices and • to act using attitudes and skills in real-time interaction

The Aims of the PICThe Aims of the PIC

To develop respect for otherness To develop respect for otherness

As an ability to be

open curious without intruding andprepared to forget about

stereotypes referring to other cultures and your own

As an ability to be

open curious without intruding andprepared to forget about

stereotypes referring to other cultures and your own

The Aims of the PICThe Aims of the PIC

To help people act empathically

To help people act empathically

As an ability to understand

what other people think and how they feel in concrete

situations

As an ability to understand

what other people think and how they feel in concrete

situations

Perspectives – a new approach

Perspectives – a new approach

Adapting communication according to the learner’s:

level, needs and priorities motivation personal rhythm of assimilation

Virtual Learning Environments turned into Personal Learning

Environments

Adapting communication according to the learner’s:

level, needs and priorities motivation personal rhythm of assimilation

Virtual Learning Environments turned into Personal Learning

Environments

Questions and/or comments related to the PIC

Questions and/or comments related to the PIC

Thank you for your attention and participation

Thank you for your attention and participation