The CEFR and the development of language policies: challenges and responsibilities Council of Europe, 68 February 2007 From the Common European Framework

The CEFR and the development of language policies: challenges and responsibilities

Council of Europe, 68 February 2007

From the From the Common European Framework of Reference Common European Framework of Reference

to the to the European Language PortfolioEuropean Language Portfolio

David LittleDavid Little

Intergovernmental Policy Forum, Council of Europe, 6Intergovernmental Policy Forum, Council of Europe, 68 February 20078 February 2007

OverviewOverview

What is the European Language Portfolio?What is the European Language Portfolio?

A brief history: 1991 A brief history: 1991 2007 2007

The challenge that the ELP poses to The challenge that the ELP poses to pedagogypedagogy curricula curricula assessmentassessment

The challenge to language education policyThe challenge to language education policy

ConclusionConclusion


What is the ELP?What is the ELP?

Three obligatory components:Three obligatory components: Language passport Language passport SSummarizes the owner’s ummarizes the owner’s

linguistic identity and language learning and linguistic identity and language learning and intercultural experience; records the owner’s self-intercultural experience; records the owner’s self-assessment against the Self-assessment Grid in assessment against the Self-assessment Grid in the CEFRthe CEFR


Self-assessment grid (CEF and standard adult passport)

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).









Language biography Language biography PProvides a reflective rovides a reflective accompaniment to the ongoing processes of accompaniment to the ongoing processes of learning and using second languages and learning and using second languages and engaging with the cultures associated with them; engaging with the cultures associated with them; uses “I can” checklists for goal setting and self-uses “I can” checklists for goal setting and self-assessmentassessment


Level B1 My next goal

* * * * * *

I can readily handle conversations on most topics that are familiar or of personal interest, with generally appropriate use of register

I can sustain an extended conversation or discussion but may sometimes need a little help in communicating my thoughts

I can take part in routine formal discussion on familiar subjects in my academic or professional field if it is conducted in clearly articulated speech in standard dialect

I can exchange, check and confirm factual information on familiar routine and non-routine matters within my field with some confidence

I can express and respond to feelings and attitudes (e.g., surprise, happiness, sadness, interest, uncertainty, indifference)

I can agree and disagree politely, exchange personal opinions, negotite decisions and ideas

I can express my thoughts about abstract or cultural topics such as music or films, and give brief comments on the views of others

I can explain why something is a problem, discuss what to do next, compare and contrast alternatives

I can obtain detailed information, messages, instructions and explanations, and can ask for and follow detailed directions

I can handle most practical tasks in everyday situations (e.g., making telephone enquiries, asking for a refund, negotiating purchase)

I can provide concrete information required in an interview/ consultation (e.g., describe symptoms to a doctor), but with limited precision

I can take some initiatives in an interview/ consultation (e.g., bring up a new subject) but am very dependent on the interviewer to provide support

CercleS ELP: goal-setting and self-assessment checklists





Language biography Language biography PProvides a reflective rovides a reflective accompaniment to the ongoing processes of accompaniment to the ongoing processes of learning and using second languages and learning and using second languages and engaging with the cultures associated with them; engaging with the cultures associated with them; uses “I can” checklists for goal setting and self-uses “I can” checklists for goal setting and self-assessmentassessment




linguistic identity and language learning and linguistic identity and language learning and intercultural experience; records the owner’s self-intercultural experience; records the owner’s self-assessment against the Self-assessment Grid in the assessment against the Self-assessment Grid in the CEFRCEFR

Language biography Language biography PProvides a reflective rovides a reflective accompaniment to the ongoing processes of learning accompaniment to the ongoing processes of learning and using second languages and engaging with the and using second languages and engaging with the cultures associated with them; uses “I can” cultures associated with them; uses “I can” checklists for goal setting and self-assessmentchecklists for goal setting and self-assessment

Dossier Dossier CCollects eollects evidence of L2 proficiency and vidence of L2 proficiency and intercultural experience; supports portfolio learningintercultural experience; supports portfolio learning



Two functionsTwo functions::

Pedagogical function Pedagogical function – The ELP is designed to – The ELP is designed to make the language learning process more make the language learning process more transparent to the learner and foster the transparent to the learner and foster the development of learner autonomy (cf. the Council development of learner autonomy (cf. the Council of Europe’s commitment to education for of Europe’s commitment to education for democratic citizenship and lifelong learning)democratic citizenship and lifelong learning)

Reporting function Reporting function – The ELP p– The ELP providesrovides practical practical eevidence of L2 proficiency and intercultural vidence of L2 proficiency and intercultural experience (cf. the Council of Europe’s interest in experience (cf. the Council of Europe’s interest in developing a unit credit scheme in the 1970s)developing a unit credit scheme in the 1970s)



Key featuresKey features:: Values all language and intercultural learning, Values all language and intercultural learning,

whether it takes place in formal educational whether it takes place in formal educational contexts or outside themcontexts or outside them Some educational traditions find this problematicSome educational traditions find this problematic

Designed to promote plurilingualism and Designed to promote plurilingualism and pluriculturalismpluriculturalism This has posed a particular challenge to ELP designThis has posed a particular challenge to ELP design The revised French ELP for older adolescents and adults The revised French ELP for older adolescents and adults

(5.2000 rev.2006) marks an important breakthrough(5.2000 rev.2006) marks an important breakthrough


A brief historyA brief history

The RThe Rüschlikon Symposium (1991; CoE 1992):üschlikon Symposium (1991; CoE 1992): RecommendedRecommended the development of a Common

European Framework Recommended the establishment of a working Recommended the establishment of a working

party to consider possible forms and functions of party to consider possible forms and functions of a European Language Portfolioa European Language Portfolio

Proposed that the ELP should contain a section in Proposed that the ELP should contain a section in which formal qualifications are related to a which formal qualifications are related to a common European scale, another in which the common European scale, another in which the learner him/herself keeps a personal record of learner him/herself keeps a personal record of language learning experiences, and possibly a language learning experiences, and possibly a third which contains examples of work donethird which contains examples of work done



1997: publication of proposals for the development 1997: publication of proposals for the development of ELPs for language learners of different ages and of ELPs for language learners of different ages and in different domains (CoE 1997)in different domains (CoE 1997)

199819982000: ELP pilot projects (Sch2000: ELP pilot projects (Schärer 2000)ärer 2000) 15 countries 15 countries 3 INGOs: ALTE/EAQUALS, CercleS, ELC3 INGOs: ALTE/EAQUALS, CercleS, ELC About 2,000 teachersAbout 2,000 teachers About 30,000 learners About 30,000 learners

199819982000: evolution of 2000: evolution of Principles and GuidelinesPrinciples and Guidelines (CoE 2000; annotated version, CoE 2004; now part (CoE 2000; annotated version, CoE 2004; now part of of European Language Portfolio: Key Reference European Language Portfolio: Key Reference DocumentsDocuments, CoE 2006), CoE 2006)



Supports provided by the Language Policy Division:Supports provided by the Language Policy Division: G. Schneider and P. Lenz, G. Schneider and P. Lenz, European Language Portfolio: European Language Portfolio:

Guide for DevelopersGuide for Developers, 2001, 2001 D. Little and R. Perclová, D. Little and R. Perclová, European Language Portfolio: European Language Portfolio:

Guide for Teachers and Teacher TrainersGuide for Teachers and Teacher Trainers, 2001, 2001 D. Little (ed.), D. Little (ed.), The European Language Portfolio in use: nine The European Language Portfolio in use: nine

examplesexamples, 2003, 2003 D. Little and B. Simpson, D. Little and B. Simpson, The intercultural component and The intercultural component and

learning how to learn learning how to learn (language biography templates), (language biography templates), 20032003

Data bank of descriptors for use in checklists, 2003Data bank of descriptors for use in checklists, 2003



Today the Council of Europe’s website listsToday the Council of Europe’s website lists 80 validated and accredited ELPs from 80 validated and accredited ELPs from

25 countries: Austria, Belgium, Bulgaria, Croatia, Czech 25 countries: Austria, Belgium, Bulgaria, Croatia, Czech Republic, France, Georgia, Germany, Greece, Hungary, Republic, France, Georgia, Germany, Greece, Hungary, Iceland, Ireland, Italy, Lithuania, Netherlands, Poland, Iceland, Ireland, Italy, Lithuania, Netherlands, Poland, Portugal, Russian Federation, Slovak Republic, Slovenia, Portugal, Russian Federation, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey, United KingdomSpain, Sweden, Switzerland, Turkey, United Kingdom

3 INGOs: EAQUALS/ALTE, CercleS, European Language 3 INGOs: EAQUALS/ALTE, CercleS, European Language CouncilCouncil

1 consortium: Milestone Project (Socrates-Comenius 2.1)1 consortium: Milestone Project (Socrates-Comenius 2.1) According to figures submitted by ELP contact persons in According to figures submitted by ELP contact persons in

Council of Europe member states, approximately 2 million Council of Europe member states, approximately 2 million ELPs had been distributed by 2005ELPs had been distributed by 2005



There is a small but convincing body of empirical There is a small but convincing body of empirical research to show that the ELP can make a positive research to show that the ELP can make a positive difference to language learners and teachers, for difference to language learners and teachers, for example:example: Finland (Kohonen 2002, 2004)Finland (Kohonen 2002, 2004) Czech Republic (Perclová 2006)Czech Republic (Perclová 2006) Ireland (Ushioda and Ridley 2002, Sisamakis 2006)Ireland (Ushioda and Ridley 2002, Sisamakis 2006)

ButBut a wealth of anecdotal evidence suggests that a wealth of anecdotal evidence suggests that there is a lot of resistance to the ELP: 2 million ELPs there is a lot of resistance to the ELP: 2 million ELPs may have been distributed, but it seems that only a may have been distributed, but it seems that only a small percentage are in regular use small percentage are in regular use

Because Because the ELP (with the CEFR behind it) poses a the ELP (with the CEFR behind it) poses a challenge to pedagogy, curricula and assessmentchallenge to pedagogy, curricula and assessment


The challenge to pedagogyThe challenge to pedagogy

The ELP is designed to promote the development of The ELP is designed to promote the development of learner autonomylearner autonomy

It does this by stimulating reflection on the content It does this by stimulating reflection on the content and process of learning and (especially) assigning and process of learning and (especially) assigning a central role to self-assessmenta central role to self-assessment

This aspect of ELP use requires significant This aspect of ELP use requires significant pedagogical innovation: despite the aim of many pedagogical innovation: despite the aim of many national curricula to promote learner independence national curricula to promote learner independence and critical thinking, self-assessment and other and critical thinking, self-assessment and other forms of reflection are not widely practised forms of reflection are not widely practised

The challenge to pedagogy is also a challenge to The challenge to pedagogy is also a challenge to teacher educationteacher education


The challenge to curriculaThe challenge to curricula

The ELP is often felt by teachers and learners to The ELP is often felt by teachers and learners to demand additional effort that is not obviously demand additional effort that is not obviously related to the curriculumrelated to the curriculum

This might change if curricula were expressed This might change if curricula were expressed (partly) in the CEFR’s action-oriented (“can do”) (partly) in the CEFR’s action-oriented (“can do”) termsterms

An example: Ireland’s approach to teaching An example: Ireland’s approach to teaching English as a second language to immigrant pupils English as a second language to immigrant pupils in primary schools:in primary schools: Scaled (“can do”) curriculum (CEFR levels A1Scaled (“can do”) curriculum (CEFR levels A1B1)B1) ELP mediates curriculum to pupils via “I can” checklistsELP mediates curriculum to pupils via “I can” checklists ELP and “pre-ELP” used on a large scaleELP and “pre-ELP” used on a large scale


The challenge to assessmentThe challenge to assessment

The CEFR offers to bring curriculum, pedagogy The CEFR offers to bring curriculum, pedagogy and assessment into closer interaction with one and assessment into closer interaction with one another than has often been the caseanother than has often been the case

Each “can do” descriptor impliesEach “can do” descriptor implies A learning targetA learning target Teaching/learning activitiesTeaching/learning activities Assessment criteriaAssessment criteria

The self-assessment checklists in the ELP can The self-assessment checklists in the ELP can serve the same three functionsserve the same three functions

Do national/public examinations likewise reflect Do national/public examinations likewise reflect an action-oriented approach?an action-oriented approach?


Language education policyLanguage education policy

According to tAccording to the he Principles and GuidelinesPrinciples and Guidelines, the ELP , the ELP should support the development of plurilingualism should support the development of plurilingualism and pluriculturalismand pluriculturalism

Every model should accommodate Every model should accommodate allall the the second/foreign languages the owner knows, second/foreign languages the owner knows, including those learnt outside formal educationincluding those learnt outside formal education

Every model should prompt the owner to reflect on Every model should prompt the owner to reflect on his/her developing plurilingual and pluricultural his/her developing plurilingual and pluricultural identityidentity

In this way the ELP reflects the ideal (necessity?) of In this way the ELP reflects the ideal (necessity?) of a Europe strongly committed to lifelong language a Europe strongly committed to lifelong language learninglearning


Language education policyLanguage education policy

The plurilingual/pluricultural dimension of the ELP The plurilingual/pluricultural dimension of the ELP requires significant pedagogical innovation: it can requires significant pedagogical innovation: it can be realized only if schools use the ELP to underpin be realized only if schools use the ELP to underpin the teaching of the teaching of allall languages in some kind of languages in some kind of interaction with one anotherinteraction with one another

The plurilingual/pluricultural dimension also The plurilingual/pluricultural dimension also challenges national authorities to reconsider key challenges national authorities to reconsider key features of their language education policy: features of their language education policy: Which languages should be offered? Which languages should be offered? How many languages should the individual student How many languages should the individual student

learn, for how long, and to what level(s)?learn, for how long, and to what level(s)?



The ELP has the capacity to transform language The ELP has the capacity to transform language teaching and learningteaching and learning It supports the reflective cycle of planning, It supports the reflective cycle of planning,

implementing and evaluating learningimplementing and evaluating learning It makes language learners aware of their It makes language learners aware of their

evolving plurilingual/pluricultural identityevolving plurilingual/pluricultural identity It can facilitate the implementation of language It can facilitate the implementation of language

education policies that assign a central role to education policies that assign a central role to plurilingualismplurilingualism

It provides practical evidence that complements It provides practical evidence that complements the more abstract evidence of exam grades and the more abstract evidence of exam grades and certificates certificates



The ELP The ELP is unlikely to become a fixture in national is unlikely to become a fixture in national educational systems unless it iseducational systems unless it is strongly promoted by ministriesstrongly promoted by ministries given a central role in language teacher given a central role in language teacher

educationeducation supported by a curriculum that defines supported by a curriculum that defines

language learning goals in “can do” terms language learning goals in “can do” terms complemented by examinations that are complemented by examinations that are

explicitly shaped by an action-oriented explicitly shaped by an action-oriented philosophyphilosophy