Edmonton, August 20th 2011 Carlos Soler Montes

Instituto Cervantes

Edmonton, August 20th 2011 Carlos Soler MontesInstituto Cervantes Calgary

Heritage

Languages

Portfolio

Project

International and Heritage Languages Association

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Aditional languages

Context languages

The languages fan

15

12

6

3

Lisa’s

English

SpanishFrench

fan

Chinese

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Encrypted messages

Cognates

Images

Design and context

Reading and understanding

Font of words

Repeated words

Underlined title

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Portfolio Components

Passport DossierBiography

Administrative Personal Professional/ academic

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COMMON

REFERENCE

LEVELS

Vertical

Dimension

H o r i z o n t a l D i m e n s i o n

Language use descriptions: parameters and categories

Linguistic processes

Strategies

Competencies

Contexts

Domains

Communicative activities

Texts

Tasks

A1. Basic

B1. Intermediate

B2. Advanced

C1. Proficiency

C2. Mastery

A2. Waystage

CEFR Dimensions

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Profile of language skills

CEFR levels

Listening

Spoken interaction

Reading

Spoken productionWriti

ng

Competence for each language

5 Skills

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Portfolio Structure

Biography My language

My way of learning

My plans

Other languages

Which?

What can I do?

Other?

Which?

How?

In class?Outside?

How?What?

Passport DossierProfile

Experiencies

Certificates

My best works

Agenda

Folder with documents

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School samples and experiences sharing

WikispaceUpdates

Portfolio Project

Teacher Training

Project, implementation guidelines, materials, tests, games, etc.

For teachers, tutors, parents, administrators, etc.

Student Portfolio

Student guide

Functional FunUnexpensiveFlexible

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Who can use it?

1. One learner by him/her self at home2. One learner during

the second language class to reflect with his classmates and teacher3. One learner with

various teachers in different classes and languages at school.

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TeachersStudentsParents

EmployersLife-long

education

ELPSchool and basic education

World of work and employment

Employees / StudentsAdults

ownership and cooperation

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Methodological Approach

• Tasks Based Approach:– The Portfolio works with action-based tasks

that demonstrate the learner's proficiency in each of the five language skills.

– All tasks should result in a product/activity: a telephone call to make a reservation, an oral description of the plot of a film, a written request for information, a comparison of texts/websites/ newspaper articles on a particular topic.

– The assignments in the portfolio are called language tasks.

– These tasks will improve the learner's language skills.

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– Socio-constructivist approach– Cognitive understanding of language

learning and communication– Interaction as a learning tool– Importance of the learning context– Contract Pedagogy

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• Active methodology: Learning by “doing things”• Realistic ideas about language learning• Learning process through all your life• Plurilingual and pluricultural competence• Autonomy

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Plurilingual Competence

• Plurilingualism builds up a communicative competence in each person to which all knowledge and experience of language contributes and in which languages interrelate and interact.

• From this perspective, the aim of language education is profoundly modified:- It is no longer seen as simply to achieve ‘mastery’ of one or more languages, each taken in isolation, with the ‘ideal native speaker’ as the ultimate model.- The aim is to develop a linguistic repertory, in which all linguistic abilities have a place.

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Examples

Portfolios for children

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Family member

Place of birth Where did he/she live?

Languages that he/she spoke

Do you keep any documents of him/her?

Paternal grandfather

Paternal grandmother

Maternal grandmother

Maternal grandfather

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5-9 ELP

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Linguistic Profile adaptation for children

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Competences descriptors

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Reflection on language learning

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Possibilities to use the Portfolio

• Interdisciplinary 1. Student by his/her self, out of school.2. In the second language class.3. In more than one class. 4. At school level: classes + tutorials, extra

credits, homework, etc. 5. Language through the curriculum

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Canyon Meadows School (K-4)

• Situated in the SW Calgary• 2010 Enrollment: 473

K Grade 1 Grade 2 Grade 3 Grade 4

107 112 110 81 63

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Table 1:Number of Subjects involved in the study

VARIABLES GRADE 3 GRADE 4

BOYS 20 30% 24 38%

GIRLS 47 70% 39 62%

SPANISH BACKGROUND 11 16.4% 6 9.5%

MULTILINGUAL BACKGROUND

6 9% 6 9.5%

ENGLISH BACKGROUND 50 74.6% 50 81%

TOTAL 67 63

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Assessment tools

• Student´s Profile Questionnaire• 9 questions • Personal information• Family Linguistic Profile

• Language Use• Reading Test

• 3 items• School schedule (True/false)• Birthday invitation (multiple choice)• Reading on Spanish Family life (fill in the blanks)

• Writing Test• 3 items

• School form (fill in)• Description of a classroom (open answer)• Description of a monster (open answer)

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Students Tests Evaluation

• Reading Test (3 items)• 17 points

• Writing Test (3 items)• 33 points

• Individual scores were entered in excel by grade

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Preliminary Data Analysis

• General Averages Calculation by Grade• Reading • Writing

• Variables• Gender• Family Backround• Language use with different family members

• Percentages and comparison

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10

2

4

6

8

10

12

14

16

Grade 3

Average

Boys

Girls

Spanish Families

Multilingual Families

Reading Scores

Graphic example

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10

2

4

6

8

10

12

14

16

Grade 4

Reading Scores

10

2

4

6

8

10

12

14

16

Grade 3

Reading Scores

59% 71%

Graphic 1

A1 Level

acquired

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Table 2: Reading test scores


BOYS 59% 65%

GIRLS 59% 70.5%

SPANISH BACKGROUND 65% 76.5%

MULTILINGUAL BACKGROUND 59% 76.5%

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10

5

10

15

20

25

30

Grade 4

Writting Scores

10

5

10

15

20

25

30

Grade 3

Writting Scores

73% 81%

Graphic 2

A1 Level

acquired

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Table 3: Writing test scores


BOYS 73% 79%

GIRLS 73% 83%

SPANISH BACKGROUND 85% 85%

MULTILINGUAL BACKGROUND

83% 91%

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Thank you!

Instituto Cervantes Calgary http://www.cervantes.es

Craigie Hall D 401B2500 University Drive NW

Calgary, AB, T2N 1N4Tel. 403-220-2830

[email protected]

Edmonton, August 20th 2011 Carlos Soler Montes

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