Topic+3 Portfolio

8/3/2019 Topic+3 Portfolio

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EQUIPO DIDÁCTICO ACADEMIA 21 INGLÉS SECUNDARIA

TOPIC3. Dimensión Europea de la Educación. El desarrollo de las Lenguas a partir de los Programas

Europeos. El Marco Común Europeo de Referencia para las lenguas: Aprendizaje, Enseñanza,

Evaluación. Los estudios Europeos de Evaluación de la competencia lingüística. El Portfolio Europeo de

las Lenguas.

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TOPIC 3. EUROPEAN DIMENSION IN EDUCATION. The development of Languages

from European Programmes. The Common European Framework of Reference for

Languages: Learning, Teaching and Assessment. The European studies on Assessing

Linguistic Competence. The European Portfolio of Languages.

ABSTRACT ____________________________________________________________ 2

1. THE EUROPEAN DIMENSION IN EDUCATION ______________________________ 2

1.1. The European Union. _____________________________________________________ 2

1.2. European Union and Education _____________________________________________ 4

1.3 Common Foreign Language Policies __________________________________________ 5

1.4 The European Dimension in the Spanish Curriculum ____________________________ 6

2. EUROPEAN ACTIVITIES IN THE FIELD OF EDUCATION: EUROPEAN PROGRAMMES 7

1.Socrates __________________________________________________________________ 7

2.Leonardo da Vinci __________________________________________________________ 8

3.Tempus ___________________________________________________________________ 8

4.Erasmus Mundus ___________________________________________________________ 8

5.The new lifelong learning programme __________________________________________ 9

6.Other programmes in the education field. ______________________________________ 9

3. THE COMMON EUROPEAN FRAMEWORK OF REFERENCE ___________________ 11

4. EUROPEAN STUDIES ON THE EVALUATION OF LINGUISTIC COMPETENCE______ 14

5. THE EUROPEAN PORTFOLIO OF LANGUAGES (ELP) ________________________ 17

CONCLUSION ________________________________________________________ 20

BIBLIOGRAPHY _______________________________________________________ 21







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ABSTRACT

This topic focuses on the issue of European dimension in education. The European

dimension is at present understood as one of the qualities of modern education in

Europe and the educational process in our country nourishes from this European

background. Therefore, We will first try to understand what we mean by the notion of

European dimension in education. Next, we will see how the idea of this European

dimension is put into effect by a number of practical activities and programmes

regarding exchanges of students and teachers, school partnerships, foreign language

learning etc.). We will later on consider the main document where all the principles in

European language learning are applied, the Common European Framework of

Reference for Languages (CEFRL) to end up with how to assess the language learning

process through the Portfolio.

1. THE EUROPEAN DIMENSION IN EDUCATION

“Sooner or later the Europeans will have to perceive Europe as their homeland, though

of a special kind. Or as a common homeland of their homelands.”

V. Havel

In literature the European dimension is understood as “a principle present in

education system enhancing understanding of wider European context and

educational perspectives , opening horizons of global thinking and intercultural

understanding”. As R. Seebauer mentions (2002), the European dimension includes

both a dimension of cognition (knowledge of Europe) and a dimension of affection

(relationship, attitude, experience and Europe), which makes it necessary to define the

European dimension in a wider sense. We will start by considering the evolution of the

European Union.

1.1. The European Union.

The concept of a common Europe arose after the Second World War. A series of

European leaders including Konrad Adenauer, Winston Churchill, Alcide de Gasperi o







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Robert Schuman claim for the need of a new era which guarantees European citizens a

series of common duties and rights. In 1950, French Minister Schuman, announced a

coming supranational union for Europe that saw light as the European Coal and Steel

Community (ECSC) and other such Communities within a Union framework of common

law and democracy, which became a reality under the Treaty of Paris in 1951, with

Belgium, Germany, France, Italy, Luxembourg and the Netherlands as member

countries. The sphere of interests and members enlarged after the Treaty of Rome in

1957, creating the European Economic Community (EEC). New members such as

Denmark, Ireland and the United Kingdom joined the group in 1973. Spain, Greece

and Portugal followed in 1986 with the signing of the Single European Act . Under The

Treaty of Maastricht, in 1992 the European Union as we understand it today was

embodied, paying attention to roles such as education and research and giving rise to

the monetary union. From that moment other European countries have been joining

the Union, first, Northern European countries (1995) and later on Easter European

Countries until a total 27 members up to now.The latest changes were taken at the

Lisbon Treaty in 2009, which changed the legal structure of the Union. We sum it up as

follows:

Year-Event State Members (27)

1951. Treaty of Paris

(ECSC) Belgium, Germany, France, Italy, Luxembourg and

the Netherlands1957- Treaty of Rome

(EEC)

1973

(EEC)

Denmark, Ireland, the United Kingdom

1986-Single European Act

(EEC)

Spain, Portugal, Greece

1992 Maastricht Treaty

(EU)

All the above mentioned

1995 (EU) Austria, Finland, Sweden

2004-2010

Lisbon Treaty (2009) (EU)

Cyprus, Latvia Lithuania ,Slovakia

Slovenia, Hungary, Malta, Polland, Czec Republic,Estonia, Bulgraria, Romania

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http://europa.eu/about-eu/member-countries/countries/member-states/latvia/index_en.htm

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http://europa.eu/about-eu/member-countries/countries/member-states/slovakia/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/slovenia/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/hungary/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/romania/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/romania/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/hungary/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/slovenia/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/slovakia/index_en.htm

http://europa.eu/about-eu/member-countries/countries/member-states/lithuania/index_en.htm

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The EU operates through a system of independent institutions and

intergovernmentally made decisions negotiated by the member states on different

policies. Important institutions of the EU include the European Commission, the

Council of the European Union, the European Council, the Court of Justice of the

European Union, the European Central Bank and The European Parliament

1.2. European Union and Education

At the beginning of this European process, educational policies were not included as

part of the aims. The Treaty of Rome did not make any extensive reference to

education. It simply called in Article 3 for the Member States to make a contribution to

quality education and training. However, it was in 1971, through the Janne report “For

a Common Policy on Education”, when the state members agreed to set a common

cooperation base in the field of Education, considering it as continuous “life-learning”

process to allow citizens develop their skills in all circumstances, from compulsory

education to labour market and adult life. Later on, in The Treaty of Maastricht , the

legal basis for the Educational and Vocational Training Programmes were established

under Articles 3, 140, 146, 149 and 150 of the EC Treaty. Among other things,

education became subject to codecision.

According to the principle of subsidiarity, each Member State has full responsibility for

the organisation and content of its education and vocational training systems.

The Lisbon Treaty does not bring any significant changes in the field of education and

vocational training policy. The Union’s role in these areas is specified as follows: ‘The

Union shall have competence to carry out actions to support, coordinate or

supplement the actions of the Member States’ (Article 6 TFEU).

The latest agreement on the field of education was reached in February 2011 through

the Education and Training 2020, a new strategic framework for European

cooperation which provides common strategic objectives for Member States, including

principles for achieving these objectives and common working methods with priority

areas which include:

-Making Lifelong learning and mobility a reality.

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http://en.wikipedia.org/wiki/European_Commission

http://en.wikipedia.org/wiki/Council_of_the_European_Union

http://en.wikipedia.org/wiki/European_Council

http://en.wikipedia.org/wiki/Court_of_Justice_of_the_European_Union


http://en.wikipedia.org/wiki/European_Central_Bank

http://en.wikipedia.org/wiki/European_Parliament

http://en.wikipedia.org/wiki/European_Parliament

http://en.wikipedia.org/wiki/European_Central_Bank



http://en.wikipedia.org/wiki/European_Council

http://en.wikipedia.org/wiki/Council_of_the_European_Union

http://en.wikipedia.org/wiki/European_Commission

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-Improving the quality and efficiency of education and training, so that all

citizens acquire key competences in all levels of education.

- Enhancing creativity and innovation at all levels of education.

Common Educational Goals:

In general terms, the main aim of the EU is to contribute to the development of

quality education by encouraging cooperation between Member States and, if

necessary, by supporting and supplementing their action.

In order to achieve the Lisbon Strategy objective of making the Union the most

competitive and dynamic knowledge-based economy in the world, Heads of States and

Government stated in 2000 that 'not only a radical transformation of the European

economy, but also a challenging programme for the modernisation of education

systems' was needed.

As a consequence, the Council and Commission adopted a 10-year work programme,

Education and Training 2010. Its objectives included:

1) Improving the quality of education and training systems

2) Facilitating access to education and training for all

Since the adoption of the work programme, experts from 31 European countries,

international organisations and EU institutions have been meeting regularly in working

groups to support the implementation of the objectives at national level through

exchange of good practice, study visits, peer reviews, etc.

1.3 Common Foreign Language PoliciesAs apparent from the above, foreign languages play a key role in the issue of European

dimension. Foreign language learning is at the moment accompanied by a number of

slogans such as: Europe of languages, language diversity, bilingualism, multilingualism,

plurilingualism etc. Educational politics also stresses the importance of foreign

language teaching. The conception of foreign language teaching in our country is

undergoing substantial changes. The idea that every European should master his/her

mother tongue and two more languages of EU raises an issue how to achieve this aim,







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and it has been the European Union the institution which has led this process. In

contemporary foreign language teaching there is a trend to foster communicative

competence and try to adapt the use of new technologies and new markets to the

language learning process. The trend is to include intercultural dimension (life and

institutions, history, social and political life, culture, arts, traditions) and media skills

(internet, text handling skills). At the level of particular innovations in foreign language

teaching there are also represented the following concepts and topics: early foreign

language teaching, CLIL (Content and Learning Integrated Learning – i.e. non-language

subjects taught in a foreign language – e.g. geography taught in English), European

language portfolio, European language passport etc.

1.4 The European Dimension in the Spanish Curriculum

The 2006 Ley Orgánica de Educación, LOE (Act on Education) states in the preamble

that one of the principles which inspire the law is the commitment to achieve the

educational objectives set out by the European Union for the education and training

systems of its Member States. This requires learning foreign languages, increasing

mobility and exchanges and strengthening European cooperation.

On the other hand, the LOE curricular design has been structured taking into account

the eight basic competences identified by the European Union. Besides, the national

core curriculum developed after the law was passed has taken specifically into account

the European and international dimension of education. The area of Foreign

Languages is also essential for the advance of the international and European

dimension of education. As it is highlighted in the curriculum for this stage, it is

necessary to prepare students to live in a progressively international, multicultural

and multilingual world, provided that improvements in mass media and the evolution

of information technology have created the conditions for an unprecedented

development in international relationships.







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2. EUROPEAN ACTIVITIES IN THE FIELD OF EDUCATION: EUROPEAN

PROGRAMMES

European cooperation in education through plans and activities has had only a short

history. At the beginning of the fifties last century, measures were being prepared to

support this cooperation financially. The process of European cooperation in education

took its final form in a resolution from 1986, when COMETT and ERASMUS were the

first programmes implemented with a financial effect. Since then educational

establishments of member states and partly of candidate states have been getting

involved in various programmes and schemes of EU and have been taking part in many

thematic initiatives. All programmes are based on three main priorities:

1) To promote cross-border mobility of learners and teachers

2) To promote European cooperation between educational establishments

3) To improve the quality of education and vocational training.

The following programmes and initiatives have been adopted.

1.SocratesThe main aim of this programme is to promote the European dimension in education

and to improve the quality of education through cooperation among the members.

This programme was launched in 1995 and consisted of eight actions.

Action 1, Comenius (from pre-school to secondary education), sought to

improve the quality and the European dimension of school education, in

particular by encouraging transnational cooperation between schools.

Action 2, Erasmus (higher education), encouraged transnational cooperation

between universities and mobility of university students and teachers.

Action 3, Grundtvig (adult education and other educational pathways), sought

to encourage the European dimension of lifelong learning.

Action 4, Lingua (language teaching and learning), promoted cooperation in

developing innovative materials for use in language teaching and supported

projects which encourage language learning.

Action 5, Minerva (open and distance learning, information and







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communication technologies in education), supported transversal measures

relating to open and distance learning.

Actions 6, 7 and 8 were innovations and experimental programmes entitled

‘Observation and innovation’, ‘Joint Actions with other EU programmes’ and

‘Accompanying Measures’.

The Socrates programme was a great success, with the result that a second phase was

agreed. For the period post-2007, most of the actions were incorporated into the new

Lifelong Learning Programme. Erasmus proved particularly popular: to date, it has

enabled more than 1.5 million students to spend a study period abroad, with 31

European countries participating in this programme.

2.Leonardo da VinciThe European dimension of vocational training was promoted by the Leonardo da

Vinci programme, which was first established in 1994. The programme promoted

transnational mobility, placement and exchange projects, study visits, pilot projects,

transnational networks, language skills and cultural awareness and the dissemination

of good practice.

3.TempusThe first Tempus programme was adopted by the Council in May 1990 after the fall of

the Berlin Wall. Tempus is a trans-European cooperation scheme involving higher

education establishments in the EU and in partner countries in Eastern Europe, the

Western Balkans, the Middle East, North Africa and Central Asia. The programme

encourages cooperation projects in the areas of curriculum development and

modernisation, teacher training, university management, and structural reforms inhigher education. It puts special emphasis on the mobility of academic and

administrative staff. Tempus is now in its fourth phase and covers 27 countries.

4.Erasmus MundusIt was established in July 2003 to promote cooperation with third countries in higher

education (Decision No 2317/2003/EC). The scheme provides financial assistance for

the creation of EU masters courses involving at least three higher education

institutions from three different Member States, and leading to the awarding of recognised double, multiple or joint degrees, offers scholarships for students and







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scholars from third countries and supports partnerships between EU and third-country

higher education institutions.

5.The new lifelong learning programme

Lifelong learning has become the guiding principle for the further development of

education and training policy. The goal is to provide people of all ages with equal and

access to high-quality learning opportunities and to break down barriers between

different forms of learning.

An important step in this process was the launch in May 2007 of the new ' integrated

action programme in the field of lifelong learning' under which financial support for

the European education and training sector will be provided for the period 2007-2013.

The programme will comprise four sub-programmes which, in the main, formed part of

the Socrates programme: Comenius (school education); Erasmus (higher education

and training); Leonardo da Vinci (vocational education and training); and Grundtvig

(adult education). It also incorporates a 'transversal' programme covering four key

activities (policy cooperation, the promotion of language learning, e-learning and the

dissemination of best practice). The final aspect is the Jean Monnet programme,

supporting activities in the field of European integration and institutions and

associations carrying out such work.

The challenges currently on the agenda are to improve adult education and define the

basic skills to be provided through lifelong learning in order to meet the demands of

the labour market for a highly skilled workforce. The recommendation of the European

Parliament and of the Council on key competences for lifelong learning (2006/962/EC

of 18 December 2006) establishes a European framework covering eight key

competences, including communication in a person's mother tongue, communication

in foreign languages, competence in mathematics and science, IT skills and learning

skills.

6.Other programmes in the education field. Cooperation with third countries. The EU is to foster cooperation with third

countries in the fields of education and vocational training. EU activities in these fields

have been steadily increasing and, in addition to above-mentioned programmes,







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include programmes such as USA-EU, Canada-EU, ALFA and ALßAN (for Latin American

countries), ASIA Link (for several countries in Asia), and pilot programmes with

Australia and Japan.

We can finally mention other EU initiatives linked with the field of education:

Quality education at all levels is a high priority for all EU Member States. Much

importance is attached to this, particularly for achieving the Lisbon objectives.

The Bologna Declaration on the European dimension in higher education in 1999,

marks a turning-point in the development of European higher education. The so-called

'Bologna process', is aimed at establishing throughout Europe a three-stage system of

degree level studies (bachelor, masters and doctorate), introducing a system of credits,

encouraging mobility and promoting European cooperation in the area of quality

assurance.

Recognition of qualifications To promote mobility within the EU, several

directives have been adopted guaranteeing mutual recognition of professional

qualifications between Member States. As regards the recognition of periods of study

undertaken abroad, university students currently benefit from the European Credit

Transfer System (ECTS). Europass was set up by Decision with the aim of improving

transparency of qualifications and skills. It offers Europe’s citizens the opportunity to

present their skills using harmonised documents.

e-Learning. The Commission has adopted the ‘eLearning’ initiative to adapt the

Member States' education and training systems to the latest developments in this

field. In 2003 an eLearning Programme was introduced with the aim of effectively

integrating information and communication technologies into education and training

systems in Europe. The four areas of action of the programme are: promoting digital

literacy, European virtual campuses, e-twinning of schools in Europe, promoting

further teacher training and transversal actions for the promotion of e-learning in

Europe.







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3. THE COMMON EUROPEAN FRAMEWORK OF REFERENCE

If we work within the field of language learning within the European Union we must

start by considering the Common European Framework of Reference for Languages:

Learning, Teaching, Assessment . It is the result of more than ten years if research on

the field of language learning carried out by a wide number of researchers and

specialists and includes the latest findings in language teaching and learning

concentrated mainly on those three key words: Learning, Teaching and Assessment.

Abbreviated as CEFRL, it has become a key reference document and valuable tool for

educational and professional mobility. It is increasingly used in the reform of national

curricula including in Spanish Educational regulations and applied into the Plan de

Fomento del Plurilinguismo It provides current insights in teaching and learning and

illustrations of levels of proficiency (descriptors) to be applied in all EU and a system of

validation of language competences, among other things of interest.

The Common European Framework of Reference for Languages (CEFRL) provides a

common basis for language learning and describes in a comprehensive way what

language learners have to learn to do in order to use a language for communication

and what knowledge and skills they have to develop so as to be able to act

effectively. The description also covers the cultural context in which language is set.

The CEFR defines language learning as:

“the actions performed by persons who develop a range of competences, both general and in

particular communicative language competences. They draw on the competences to engage in

language activities involving language processes to produce and/or receive texts, activating

those strategies which seem most appropriate for carrying out the tasks to be accomplished.”

It reinforces and introduces key elements in current foreign language learning

including:

Competences are the sum of knowledge and skills that allow a person to

perform actions. There are two types of competences:

1) General competences , which intervene when performing actions of all kinds.

2) Communicative language competences empower a person to act usin







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linguistic means.

Language activities involve the exercise of one’s communicative language

competence in a specific domain in processing either receptively or productively. They

involve reception (listening, reading), production (speaking, writing) and interaction

(e.g. listening-speaking; reading-writing).

Learning to communicate and language practice involve the performance of

language tasks. When performing these tasks, the use of strategies is needed.

Language tasks involve the reception, production, interaction or mediation of oral or

written texts. Among the set of principles stated in the CEFRL we can include:

To equip all Europeans for the challenges of intensified international mobility

and closer co-operation in education, culture and science, trade and industry.

To promote mutual understanding and tolerance, respect for identities and

cultural diversity through more effective international communication.

To maintain and further develop the richness and diversity of European

cultural life through greater mutual knowledge of national and regional

languages.

To meet the needs of a multilingual and multicultural Europe by appreciably

developing the ability of Europeans to communicate with each other across

linguistic and cultural boundaries.

Recent Recommendations of the Council declare the need for a multilingual,

multicultural Europe which can only be achieved by improving the communication

skills of European citizens.

It is made up of nine chapters, each focusing on a specific matter.

Chapter 1 defines the aims, goals and functions of the CEFRL according to the

main principles stated by the Council of Europe concerning languages and the

promotion of multilingualism.

Chapter 2 explains the approach which has been taken. It focuses on the

analysis of the language according to strategies to achieve communicative

competence.







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Chapter 3 introduces the common levels of reference, through the use of

descriptors.

Chapter 4 establishes the categories needed to describe language use and the

user or learner including, the context of the language, the themes, tasks and

communicative goals; communicative activities and processes and the text.

Chapter 5 makes a detailed account of competences of the user or learner in

general and communicative competences in particular through the use of

scales.

Chapter 6 studies the Foreign language teaching and learning processes and the

development of plurilingual competence.

Chapter 7 concentrates on tasks as linked with language learning.

Chapter 8 analyses plurilingualism, pluriculturalism, curricular design principles,

long life learning and partial competences. It deals with the Portfolio.

Chapter 9 deals with evaluation criteria covering all types of assessment:

continuous, formative, direct, indirect, subjective, objective, global, by

categories…

It also includes four appendixes with descriptors to assess the learning process

considering competences, the roles of the user, self-evaluation, etc.

The bibliography includes a vast amount of books, articles and websites to be used by

those who want to do some further research on any topic linked with these fields.

The Common European Framework for Languages (2001) establishes six broad levels

of proficiency (2001:23):

A1 (Breakthrough): introductory level

A2 (Waystage): preintermediate level

B1 (Threshold ): intermediate level

B2 (Vantage): adequate response to situations normally

encountered

C1 (Effective proficiency ): advanced level

C2 (Mastery ): level achieved by language professionals

We will deal with these levels of proficiency in further detail in next chapter.







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4. EUROPEAN STUDIES ON THE EVALUATION OF LINGUISTIC COMPETENCE

One of the aims of the Common European Framework of Reference for Languages is to

help partners to describe the levels of proficiency required by existing standards, tests

and examinations in order to facilitate For this purpose the Descriptive Scheme and

the Common Reference Levels have been developed.

Students can be assessed about their abilities in these competences through many

different kinds of descriptions. e.g. descriptions of language proficiency, descriptions

of learning objectives, descriptions of learning strategies as well as descriptions of

language learning and intercultural experiences.

It is important to distinguish between four fundamentally different types of

descriptions:

1) Scaled descriptions, i.e. descriptors which belong to a common scale. Examples of

such descriptors are: the descriptors in the Self-assessment grid, the Global scale, and

the Illustrative scales contained in chapters 4 and 5 of the Common European

Framework .

2) Descriptors of language proficiency and language competence that can clearly be

related to scaled descriptors and which allow for comparisons between learner

competences, examination levels etc and the Common reference levels; the

descriptors in the Bank of descriptors for self-assessment in European Language

Portfolios belong to this type

3) Descriptors of language proficiency and language competence not found in the CEF

that may indicate a certain level of competence for a learner belonging to a specific

target group learning and acting in a specific context. Such descriptors may be context

and target group-specific and possibly also achievement-oriented (depending on things

actually learned as part of a syllabus).







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4) Descriptions which are not scaled (or have not yet been scaled) and descriptions

that cannot be related to language proficiency and language competence levels

because they belong in a different, independent category: lists of learning strategies

or descriptions of cultural or intercultural experiences belong to this group.

Scaled descriptors are provided for aspects of linguistic competence, pragmatic

competence, and for sociolinguistic competence. Certain aspects of competence do

not seem to be amenable to definition at all levels; distinctions have been made where

they have been shown to be meaningful.

The six levels mentioned in section 3 can be classified according to the users.

A B C

Basic User Independent User Proficient User

A1 A2 B1 B2 C1 C2

We will now see each of them in further detail:

Level A1 (Breakthrough): is probably the lowest ‘level’ of generative language

proficiency. Before this stage is reached, however, there may be a range of

specific tasks which learners can perform effectively using a very restricted

range of language and which are relevant to the needs of the learnersconcerned, including: gesture, basic greetings, yes, no, apologies and simple

messages.

Students with Level A1 can:

Interact in a simple way

Ask and answer simple questions about themselves and their

environment.







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Respond to simple statements on very familiar topics or

immediate need.

Level A2 (Waystage): It is in this level that the majority of descriptors stating

social functions are found, including:

Use simple everyday polite forms of greeting and address.

Greet people.

Handle very short social exchanges.

Ask and answer questions about the free time.

Make arrangements to meet

Make and accept offers

Descriptors on getting out and about: transactions in shops, get

simple information about travel, directions, provide goods and

services.

Level B1 reflects the Threshold Level specification for a visitor to a foreign

country and is perhaps most categorised by two features:

1) The ability to maintain interaction and get across what you want to,

in a range of contexts, for example: Give or seek personal views and

opinions; express the main point he/she wants to make comprehensibly;

maintain a conversation or discussion

2)The second feature is the ability to cope with problems in everyday

life, for example routine situations on public transport; deal with making travel

arrangements, make a complaint; take some initiatives in an

interview/consultation (e.g. to bring up a new subject).

Level C1. Effective Operational Proficiency. What characterises this level is

good access to a broad range of language, which allows fluent, spontaneous

communication, as illustrated by the following examples: Can express him/herself







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fluently and spontaneously, Has a good command of a broad lexical repertoire,

produce clear , smoothly flowing, well-structured speech, showing controlled use of

organisational patterns, connectors and cohesive devices.

Level C2, whilst it has been termed ‘Mastery’, it is not intended to imply native-

speaker or near native-speaker competence. What is intended is to

characterise the degree of precision, appropriateness and ease with the

language which typifies the speech of those who have been highly successful

learners. Descriptors calibrated here include: has a good command of idiomatic

expressions and colloquialisms with awareness of connotative level of meaning;

backtrack and restructure around a difficulty so smoothly the interlocutor is

hardly aware of it.

Each level should be taken to subsume the levels below it on the scale. That is to

say,someone at B1 (Threshold) is considered also to be able to do whatever is stated at

A2 (Waystage).

Assessment is used in the sense of the assessment of the proficiency of the language

user. All language tests are a form of assessment, but there are also many forms of

assessment (e.g. checklists used in continuous assessment; informal teacher

observation) which would not be described as tests. Evaluation is a term which is again

broader than assessment. All assessment is a form of evaluation, but in a language

programme a number of things are evaluated other than learner proficiency. Another

way of assessing is through the use of the portfolio, as we shall see next.

5. THE EUROPEAN PORTFOLIO OF LANGUAGES (ELP)

As, the CEFRL is aimed at all professionals in the field of language teaching and learning

offering common linguistic policies, the Portfolio is mainly a document for the learner.

It is closely linked to the CEFRL as both share a series of parameters to assess the

learning process according to different descriptors and scales. We cannot talk about







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just a single portfolio. In fact, there are about 70 “legal” Portfolios within the European

Council, four of them Spanish. Each European member has developed their own

Portfolios according to their goals and policies for different levels of education or

specific groups (adults, immigrants, etc.). Versions of the European Language Portfolio

have been developed for language learners of all ages in all sectors of education – pre-

school, primary, lower secondary, upper secondary, vocational, university, adult.

Transnational versions have also been developed by several International Non-

Governmental Organisations (INGOs). A shorter version of the Language Passport is

part of the European Union’s Europass, which citizens can use to report their

educational qualifications, professional experience and achievements.

The underlying principle of the ELP include:

To develop the ability of Europeans to communicate with each other across

linguistic, social and cultural boundaries.

To promote mutual understanding, respect and tolerance.

To enable Europeans to master the challenges of intensified internationational

mobility and co-operation.

It is a document in which those who are learning or have learned one or more

languages - whether at school or outside school - can record and reflect on their

language learning and intercultural experiences. Its main aims are:

to help learners give shape and coherence to their experience of learning and

using languages other than their first language.

to motivate learners by acknowledging their efforts to extend and diversify

their language skills at all levels

to provide a record of the linguistic and cultural skills they have acquired (to

be consulted, for example, when they are moving to a higher learning level or

seeking employment at home or abroad)

In an ELP all competence is valued, whether it was gained inside or outside formal

education.

The key factors in the ELP are:

The ELP is the property of the learner







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It is linked to the Common European Framework of Reference for Languages

(users assess themselves in relation to the CEFR’s proficiency levels).

It conforms to a common set of Principles and Guidelines that have been

approved by the Committee of Ministers to Member States concerning Modern

Languages.

It takes a lifelong perspective.

It promotes language and intercultural learning in and outside formal

education.

It has a formative or Pedagogic function (process) and informative andReporting one (product).

We make reference to the Pedagogic function in that:

-Promotes reflective learning and teaching, clarifying learning goals, recognisig

competence and achievent and shows a shift towards learner responsibility.

The Reporting functions imply:

-Valid record of achievement and competence.

-Recognition beyond national boundaries, educational sectors and institutional

limits, transparency and coherence.

The European Language Portfolio has three parts:

1) A language passport: Here the language learner can summarise his/her linguistic

and cultural identity, language qualifications, experience of using different languages

and contacts with different cultures. It is organized according to skills and the

descriptors reported in the CERFRL and include formal accreditations, linguistic and

non-linguistic competences and experiences.

2) A language biography: The biography helps the learner to set learning targets, to

record and reflect on language learning and on intercultural experiences and regularly

assess progress. It encourages learner to show what she/he can do with the language,

including information about their linguistic and cultural experiences inside and outside

education. It is a medium process between the passport and the dossier.

3) A dossier: In this part of the ELP the learner can keep samples of his/her work in the

language(s) he/she has learnt or is learning. They can include works, DVDs, recordings,

http://www.coe.int/t/dg4/education/elp/ELP-REG/CEFR_EN.asp#TopOfPage

http://www.coe.int/t/dg4/education/elp/ELP-REG/CEFR_EN.asp#TopOfPage







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posters or any pieces of work about their experiences.

The ELP is a flexible document and therefore, it is not necessary to make use of the

three parts in all levels or learning processes. It can be used in different ways and for

different purposes, it can used throughout the student´s academic life or during a

school year or we can start with the dossier with lower levels and move upwards

instead of right from the passport. The use of the language and format will also vary

according to specifications and we can also take a sample of all the “legal” Portfolios

and adapt to our teaching practice or school. It will be the teacher, who will guide the

student and organize the material, but it will be a matter of the student to carry out

with the portfolio during all his/her language learning process.

CONCLUSION

This topic has dealt with some of the major elements involved in organizing our

teaching and learning process. There is no doubt that we are not alone and the efforts

of European institutions to gain insight into a multilingual and plural society inside and

outside Europe imply a new vision of language learning based on competences applied

to improve the communication of European and non-European citizens to promote

better understanding and facilitate mobility. To do so, we all must follow the same

route and comply with the same requirements and this it is the aim of a European

dimension in Education through the use of an “ideological” book, the CEFRL, exchange

programmes to foster language learning and cultural experiences and the use of

assessment parameters common to all Europeans.







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BIBLIOGRAPHY

Cassany, D. El Portfolio Europeo de las Lenguas y sus Aplicaciones en el Aula .

MEC. 2006.

Council of Europe (2001): A Common European Framework of Reference for

Languages (Learning, teaching, assessment). Strasbourg.

http://www.culture2.coe.int/portfolio/documents_intro/common_framework.html

Council of Europe. The European Language Portfolio.

http://www.coe.int/t/dg4/education/elp/

Council Conclusions of 12 May 2009 on a strategic framework for European

cooperation in education and training (ET 2020) [Official Journal C 119 of 28.5.2009].

Eurydice (2005): Citizenship Education at School in Europe. Eurydice. Brussels.

García Garrido, J.l et al. Dimensión Europea de la Educación. UNED.

Little D. & Perclová. R. European Language Portfolio: Guide for Teachers and

Teacher Trainers: Council of Europe. Strasbourg, 2001.

McLaren, N. y Madrid, D. (2004): “ The Foreign Language Curriculum”, en

Madrid, D. y McLaren, N. (eds.): TEFL in Primary Education. Granada: Editorial

Universidad de Granada.

Romero Oliver. E. Plurilingualismo. Didáctica de Las Lenguas Extranjeras en la

Educación Obligatoria. CSI-CSIF.

The role of education and training in the implementation of the Europe 2020

Strategy Conclusions of the Council (February 2011).



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Topic+3 Portfolio

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