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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Methodological Approach
– 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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Methodological Approach
• 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
VARIABLES GRADE 3 GRADE 4
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
VARIABLES GRADE 3 GRADE 4
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
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