European Language Portfolio Literature Review (original) (raw)
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Designing a European Language Portfolio for a Higher Education Institution
Contemporary issues like mobility, sharing, knowledge-building demand new approaches to education standards and create new ways of intercultural exchange. In the past decade the tendency of the the Council of Europe’s language programme was the creation of tools which would be used by all members of the language teaching profession in the promotion of plurilingualism. Using an active approach the European Language Portfolio (ELP) provides a format in which language learning and intercultural experiences of the most diverse kinds can be recorded and formally recognised. Since it’s introduction, various versions of the Portfolio have been developed. Creating a Portfolio which would present a syllabus of a Higher Education Institution would help mobility for members of the academic community. This paper presents an example of a Portfolio that would suite the needs of a faculty where philological studies are thought. Since creating a portfolio which correlates with the European Language Portfolio means creating descriptors for different competences and skills, methods for creating new descriptors are also presented.
The European Language Portfolio: Time for a Fresh Start?
International Online Journal of Education and Teaching, 2016
This article is based on the plenary talk I gave at the 2016 GlobELT Conference (Antalya, 14–17 April). I begin by reminding readers of the structure of the ELP and pointing out that although it was greeted with enthusiasm in most Council of Europe member states, it is not widely used in most of them (Turkey and Albania are current exceptions to this general tendency). I then elaborate on the relation between the ELP and the CEFR and sketch the ELP’s history from 1998 to 2014. After that I offer answers to two questions: Why has the ELP been a relative failure in most countries? And why did the ELP succeed in Ireland with learners from immigrant backgrounds? Finally, I consider how we might make a fresh start.
The European language portfolio (ELP) has accompanied Polish learners and teachers for almost a decade but, despite arduous efforts of the Council of Europe Language Division as well as the Polish Centre for the Development of Education, its popularity and appeal remain much below the expectations of its originators. Many practitioners would attest that the idea has not entered the educational mainstream in spite of creating different versions to accommodate different groups of learners as well as prospective teachers of languages , organizing workshops and conferences, or keeping websites and blogs that offer information and practical advice on the application of the document in everyday teaching practice. In view of such realities, the study reported in the present paper sought to delve into the reasons behind the lack of appreciation for ELP through the analysis of narratives written by English majors who, having used the document for three months in one of the courses they atten...
The European language portfolio in a Japanese university
The European Language Portfolio (ELP) was conceived and developed alongside the Common European Framework of Reference for languages (CEFR) as a tool for enhancing, guiding and reporting on levels of language attainment. In some situations it successfully raised student motivation and autonomy, by fostering independent study and directing learner progress. With the acceptance and spread of the CEFR beyond Europe and into Asia, an investigation into the use of the ELP in an Asian context is warranted. This paper reports on a study into the implementation of the ELP in a university in Japan. Students used the portfolio for one semester, and then answered a questionnaire survey to give their opinions about the portfolio. While the results of the questionnaire showed mixed reactions in regard to its value for students, some important insights were given that will prove helpful for those wishing to develop a language portfolio in their own educational context.
Attitudes of Graduate and Undergraduate Students towards the Electronic Language Portfolio
International journal of information and education technology, 2024
The aim of this paper is to explore students' perceptions of the electronic version of the European Language Portfolio (eELP). The participants of this study were students of undergraduate and graduate degrees in education at two private universities in Spain. Both groups used the digital platform of the European Language Portfolio developed by Spanish Service for Internationalization of Education (SEPIE). The authors used a quantitative survey based on two questionnaires that were used in previously published and cited research, administered through Google Forms. The results of this study indicate that both undergraduate and graduate students value the eELP positively, however graduate students were consistently less positive about this tool. The researchers identified statistically significant levels of dissimilarity in four of the nine items on the survey. The findings of this study offer valuable insights into which aspects of the ePortfolio are most relevant to graduate students and which ones to undergraduate students. Additionally, students' comments complement the survey findings and shed light on what components of eELP could be improved. It is hoped that this research will encourage educators to consider these aspects in the implementation of the eELP in higher education.
European language portfolio as a self-directed learning tool
2006
The study investigated to what extent the European Language Portfolio (ELP) can promote self-directed learning in the School of Foreign Languages at Anadolu University in the 2005-2006 academic year. The study also examined the attitudes of students, teachers and administrators towards the ELP and its implementation into the curriculum. Five data collection instruments were employed in this study. Interviews were conducted with students, one teacher, and administrators. Questionnaires were given to the students. Besides, student learning diaries and student ELPs were collected. Group discussions were held with teachers and students, as well. The results revealed that most of the students carried out self-directed learning activities and had positive attitudes towards the ELP although they had difficulties in setting their learning goals and assessing their language learning processes. The teachers reported that the ELP could be used to promote self-directed learning; iv however, it could be difficult to use the ELP with the student profile in this school. The administrators also felt positive towards the ELP and believed that pilot projects should be conducted before implementing the ELP into the curriculum. The results suggested that the ELP could be used as a first step to promote selfdirected learning in the School of Foreign Languages at Anadolu University.
IMpleMeNtINg the eUrOpeaN laNgUage pOrtfOlIO ( elp ) wIth slOVeNIaN aDUlt learNers
2013
The article sets out to highlight the principles and goals of the European Language Portfolio (ELP), which is designed to promote lifelong foreign language learning and to strengthen intercultural experiences at all levels of education. The ELP’s origins are discussed and its relationship to the Common European Framework of Reference (CEFR), another basic Council of Europe tool with which it is sometimes confused, is clarified. The ELP's two main functions are presented and its three obligatory components are described in detail – i.e. the Language Passport, the Language Biography and the Dossier. The impact of the ELP on foreign language learning and teaching across Europe and beyond is also discussed, as well as the Slovenian ELP models and their implementation. Finally, the principal design features of the adult ELP are described.