ELP.pdf

Languages for social cohesion

Language education in a multilingual and multicultural Europe

Les langues pour la cohésion sociale

L'éducation aux langues dans une Europe multilingue et multiculturelle

Preparing teachers to use the

European Language Portfolio

– arguments, materials and resources

David Little, Hans-Peter Hodel, Viljo Kohonen, Dick Meijer and Radka Perclová

ELP_TT

Preparing teachers to use the European Language Portfolio

ELP_TT

Focusing its work on promoting innovative approaches

in language education since 1995, the European Centre

for Modern Languages (ECML) of the Council of Europe

plays a significant role in disseminating good practice

and assisting in its implementation in member states.

The ECML runs research and development projects within the frame-

work of medium-term programmes of activities. These projects are led

by international teams of experts and concentrate mainly on training

multipliers, promoting professional teacher development and setting

up expert networks. The ECML’s publications, which are the results of

these projects, illustrate the dedication and active involvement of all

those who participated in them, particularly the project co-ordination

teams.

The overall title of the ECML’s second medium-term programme

(2004-2007) is “Languages for social cohesion: language education

in a multilingual and multicultural Europe”. This thematic approach

aims to deal with one of the major challenges our societies have to

face at the beginning of the 21st century, highlighting the role of

language education in improving mutual understanding and respect

among the citizens of Europe.

***

Set up in Graz, Austria, the ECML is an “Enlarged Partial Agreement” of

the Council of Europe to which 33 countries have currently subscribed 1 .

Inspired by the fundamental values of the Council of Europe, the ECML

promotes linguistic and cultural diversity and fosters plurilingualism and

pluriculturalism among the citizens living in Europe. Its activities are

complementary to those of the Language Policy Division, the Council of

Europe unit responsible for the development of policies and planning

tools in the field of language education.

For further information on the ECML and its publications:

http://www.ecml.at

The 33 member states of the Enlarged Partial Agreement of the ECML are: Albania, Andorra, Armenia,

Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Finland, France,

Germany, Greece, Hungary, Iceland, Ireland, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta,

Netherlands, Norway, Poland, Romania, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, “the

former Yugoslav Republic of Macedonia”, United Kingdom.

Preparing teachers to use the European Language

Portfolio Î arguments, materials and resources

David Little

Hans-Peter Hodel

Viljo Kohonen

Dick Meijer

Radka Perclov

European Centre for Modern Languages

Council of Europe Publishing

French edition:

Former les enseignants lÓutilisation du Portfolio europen des langues

ISBN 978-92-871-6272-4

form or by any means, electronic (CD-Rom, Internet, etc.) or mechanical, including

photocopying, recording or any information storage or retrieval system, without the

prior written permission of the Publishing Division, Directorate of Communication and

Research (F-67075 Strasbourg or publishing@coe.int).

The opinions expressed in this publication are not to be regarded as reflecting the

policy of any government, of the Committee of Ministers or of the Secretary General of

the Council of Europe.

Cover: Gross Werbeagentur, Graz

Printer: Bachernegg, Kapfenberg

Layout: Christian Stenner

European Centre for Modern Languages / Council of Europe

Nikolaiplatz 4

A-8020 Graz

Autriche

www.ecml.at

http://book.coe.int

Council of Europe Publishing

F-67075 Strasbourg Cedex

ISBN 978-92-871-6273-1

¨ Council of Europe, 2007

Contents

1. Introduction to Project C6: Training teachers to use the European

Language Portfolio

2. The European Language Portfolio and the Common European Framework

of Reference for Languages 9

2.1 The European Language Portfolio 9

2.1.1 What is the ELP? 9

2.1.2 What are the ELPÓs functions? 10

2.1.3 How is the ELP meant to work? 10

2.2 The Common European Framework of Reference for Languages 11

2.2.1 The relation between the ELP and the CEFR 11

2.2.2 The CEFRÓs action-oriented approach 13

2.3 The ELP and learner autonomy 15

3. Implications of the CEFR and the ELP for teacher education 17

3.1 Introduction: a new paradigm in foreign language education 17

3.2 Pre-service teacher education: the Swiss experience 18

3.2.1 The CEFR and the ELP Î common core for training syllabuses 18

3.2.2 The CEFR as an educational and teaching tool: a range of methods 19

3.2.3 Study plan

3.2.4 Other training aspects inspired by the CEFR

3.3 In-service teacher education: the Finnish experience

3.4 The professional change processes

3.4.1 Sociocultural theory: the role of beliefs and interaction

3.4.2 Towards a transformative paradigm in teacher education

3.4.3 Encountering educational change

3.4.4 A note on the context of professional growth

4. The CD-Rom

4.1 The kit of teacher training materials

4.1.1 Individual and group reflection on the ELP and key issues in

teacher training 33

4.1.2 Sketching preliminary action plans 33

4.1.3 The Common European Framework: activities, competences, levels 34

4.1.4 Self-assessment in relation to the common reference levels:

how do I know what level I am at, and how do I prove it?

4.1.5 Learning to learn: a model of reflection for teacher trainers,

teachers and learners

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