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Le Cadre Européen Commun de Référence pour l'acquisition des langues! Thunder Bay: le 3 & 4 Juin 2010 Denis Cousineau: OCDSB. Agenda de travail: Jour 1 historique réalité en Europe vs la réalité au Canada pourquoi le Cadre au Canada? Comprendre l'outil. Agenda de travail: Jour 2 - PowerPoint PPT Presentation
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Le Cadre Européen Commun de Référence pour l'acquisition des langues!
Thunder Bay:
le 3 & 4 Juin 2010
Denis Cousineau: OCDSB
Agenda de travail:Jour 1• historique• réalité en Europe vs la réalité
au Canada• pourquoi le Cadre au Canada?• Comprendre l'outil
Agenda de travail:Jour 2• Implications pour la
pédagogie, l'évaluation et l'apprentissage!
• La planification à rebours et les principes de différentiation.
• Comment transformer le paysage du FLS?
http://www.thefuntheory.com/node?page=1
• http://www.edufle.net/Petit-historique-du-cadre-europeen• http://www.francparler.org/dossiers/cecr_reference.htm• http://www.coe.int/t/dg4/linguistic/dnr_FR.asp• http://www.francparler.org/dossiers/cecr_enseigner.htm• http://www.francparler.org/dossiers/cecr_evaluer.htm• http://www.francparler.org/dossiers/cecr_perspectives.htm
• http://www.ciep.fr/delf-pro/index.php
Historique du Cadre
Un peu d'histoire!
OCDSB - Context Exploring Perceptions
Who gets to stay on the rink? Who needs to be on the rink?
Our Focus: Learning, Leadership, Community
OCDSB – FSL Program Review (elementary)
January 2007• Maintain EFI• Expand MFI• Phase out LFI• Maintain Core French – JK - 8
Our Focus: Learning, Leadership, Community
OCDSB – FSL Program Review (Secondary)
March 2009• Oral communication – grade 9/10• Applied courses• Grade 12 French Proficiency Test
Our Focus: Learning, Leadership, Community
OCDSB CEFR Strategy
• Implementation of the DELF- pilot (2009-2010)- expanded pilot (2010-2011)- full implementation (2011-2012)?
• Focus on oral communication (K-12)
• Portfolios?
Our Focus: Learning, Leadership, Community
OCDSB DELF Pilot (2009-2010)
• December 2009 – 2-day introductory training• January 2010 – accredited DELF centre• February 2010 – 4-day training for examiners• April 2010 – administration of DELF• June 2010 – analysis of student results/perceptual data
A1 Learning
A1 Learning
A1 Learning
A1 Learning
A-2
Learner develops new skills!
C2-Learning
• Learner has a very high level of proficiency
• Mastery of all the abilities!
C2-Learning
C2-Learner and Performer
Skill Development
Practice and Feedback
Teaching Support
Peer Support
Family and Community Support
Cultural Value• Generational transmission of
skills and knowledge
Cultural Change : All Inclusive
Openness to the whole world and to Francophonie!
A Canadian Society with Skillful Learners
For Educators, Learners and Parents Common Understanding and Terminology
Communication de: Wally Lazaruk en 2007
ConclusionLe Cadre est un instrument très utile pour promouvoir, structurer et évaluer l’apprentissage des langues secondes et étrangères. Au Canada, le Cadre européen pourrait combler un besoin important de développer une base commune de référence pour les langues.Le Cadre européen possède plusieurs caractéristiques qui conviennent au contexte canadien. Il décrit clairement des niveaux de compétence langagière qui correspondent aux perceptions des enseignants et des apprenants. Les descripteurs sont clairs, significatifs et formulés de façon positive. Le cadre est ouvert et souple, offrant un système commun de référence qui peut être utilisé dans différentes circonstances, un système qui peut être modifié et raffiné. Les examens internationaux constituent une façon efficace d’appliquer le Cadre européen. Les apprenants accordent beaucoup d’importance à la reconnaissance internationale de leur compétence en français.
Edmonton, Alberta, CanadaTéléphone : (780) 432-7070
Téléc. : (780) 988-1996Courriel : [email protected]
Le Français en TGV
London, Ontario23 avril, 2010
• état de la situation: State of the Nation
• Perceptions et attitudes• Next steps! Ou aller et comment?
Denis Cousineau
Where are we? and where do we want to be? and at what speed?
Un peu d'histoire suite...
Le portrait actuel et futur!
Nicole, Daphné et Tristan!
The CEFR in the NetherlandsErna van Hest, Cito
Strasbourg, 6-8 February 2007
(c) Cito - Strasbourg 6-8 February 2007 - 2
Introduction
• Concrete actions in implementing the CEFR in the Netherlands
• Problems experienced
• Solutions found
(c) Cito - Strasbourg 6-8 February 2007 - 3
Concrete actions
Language teaching• Adaptation of existing syllabi• Widespread promotion of the European
Language Portfolio among students and teachers
(c) Cito - Strasbourg 6-8 February 2007 - 4
Concrete actions
Language testing: national level• Revision of examination syllabi and
examinations• Dutch examinations linking project• Linkage of state examinations for Dutch as
a second language to the CEFR
(c) Cito - Strasbourg 6-8 February 2007 - 5
Concrete actions
Language testing: international level• Linkage of speaking and writing
performances to CEFR • EBAFLS (European Bank of Anchor items
for Foreign Language Skills)
(c) Cito - Strasbourg 6-8 February 2007 - 6
Problems experienced
• Dissemination of the CEFR in Dutch language education and especially among language teachers
• The techniques of linking examinations to the CEFR
(c) Cito - Strasbourg 6-8 February 2007 - 7
Solutions found
Language teaching• Facilitating/supporting documents for
language teachers• Special CEFR training courses for language
teachers
Language testing• Dutch examinations linking project• Benchmarked reference tools
(c) Cito - Strasbourg 6-8 February 2007 - 8
CEFR and language education
• The CEFR gives schools, teachers and students an international common framework to discuss and promote language competence and language learning
Schools can use the CEFR to:• describe their language policies• compare their outcomes in the field of language
learning
(c) Cito - Strasbourg 6-8 February 2007 - 9
CEFR and language education
Teachers can use the CEFR text types, tasks and level criteria as practical tools to:• structure their language lessons• guide tailor-made individualized language learning
processes• provide feedback to students on their language
performance and progress• discuss students’ results and performance targets
with their fellow teachers
(c) Cito - Strasbourg 6-8 February 2007 - 10
CEFR and language education
THE CEFR allows students to:• structure and plan their language learning process• discuss their progress and achievements in a
transparant way with their fellow students, teachers, parents and future employers
• compare their language performance to fellow students, nationally and internationally
(c) Cito - Strasbourg 6-8 February 2007 - 11
Conclusions and recommendations
The CEFR is a very useful instrument inpromoting, structuring and testing foreignlanguage learning.
To make sure that the CEFR is to beimplemented into schools and that it becomespart of everyday language teaching, there is aneed for:
(c) Cito - Strasbourg 6-8 February 2007 - 12
Conclusions and recommendations
• a more user-friendly, practical version of the CEFR for use by teachers
• CEFR training materials• illustrative materials in Portfolios• benchmarked performances for the various skills
The European Language Portfolioin Ireland: two examples of design and implementation
David LittleTrinity College Dublin
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Overview
• Preliminarieso Validated ELPs developed in Irelando The educational goal of language learner autonomy
• The ELP and learner autonomy • Two examples of ELP design and implementation:
o Post-primary language learners o Learners English as a second language in primary
schools• Conclusion
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Preliminaries
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Validated ELPs developedin Ireland
10.2001: Post primary language learners (CLCS)11.2001 (rev 2004): Primary learners of ESL (IILT)12.2001 (rev 2004): Post-primary learners of ESL (IILT)13.2001a: Newly arrived adult immigrants (IILT)13.2001b: Adult immigrants who have already spent some time living in Ireland (IILT)14.2001: Adult immigrants preparing for mainstream vocational education and employment (IILT)
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Validated ELPs developed in Ireland (continued)
29.2002: CercleS ELP − in French and English; translations into Czech, Slovak, Italian (CLCS)37.2002: Milestone ELP, for adult immigrants learning the language of the host community − versions in English, Dutch, Finnish, German, Swedish (IILT working with institutions in The Netherlands, Finland, Germany, Sweden)66.2005: Primary foreign language learners (Modern Languages in Primary Schools Initiative)
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Language learner autonomyIn formal contexts autonomous language learners• are able to take charge of their own learning (Holec 1981) • develop a capacity for detachment, critical reflection,
decision making, and independent action (Little 1991)• can manage the affective dimension of their learning
experience to motivational advantage (Ushioda 1996)• become more autonomous in language learning as they
become more autonomous in language use, and vice versa (Little 1991)
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Language learner autonomy• The freedom that learner autonomy implies is always
conditional and constrained: because we are social beings, our independence is always balanced by dependence; our essential condition is one of interdependence (Little 1991)
• Like the acquisition of language, the development of learner autonomy depends on social interaction (cf. Vygotsky 1978, 1986)
• Autonomous learners do things for themselves; they may or may not do things on their own
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Language learner autonomyThe teacher’s indispensable role in the development of language learner autonomy is governed by three general pedagogical principles (Little 2001, 2007):• Learner involvement − we must involve learners fully in planning,
monitoring and evaluating their own learning • Learner reflection − we must help learners to reflect continuously
on the process and content of their learning and to engage in regular self-assessment
• Target language use − we must ensure that the target language is the medium as well as the goal of all learning, including the reflective component
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Language learner autonomy and the ELP
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The Common European Frameworkof Reference for Languages
• Developed to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe” (Council of Europe 2001, p.1)
• Comprises a complex descriptive apparatus for the specification of L2 proficiency at six levels in relation to five communicative activities: listening, reading, spoken interaction, spoken production, writing
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The CEFR’s action-oriented approach
• We use language to perform communicative acts which may be external and social (communicating with other people) or internal and private (communicating with ourselves)
• Communicative acts comprise language activity, which is divided into four kinds: reception, production, interaction and mediation
• In order to engage in language activity, we draw on our communicative language competence
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The CEFR’s action-oriented approach
• Language activity always occurs in a context that imposes conditions and constraints
• Because we must cope with often unpredictable contextual features, our communicative language competence includes sociolinguistic and pragmatic components
• Language activity entails the performance of tasks, and to the extent that they are not routine or automatic, those tasks require us to use strategies in order to understand and/or produce spoken or written texts
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The CEFR and learner autonomy• The CEFR’s action-oriented approach assigns a central
role to language use in language learning: “Language use, embracing language learning, comprises the
actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences” (Council of Europe 2001, p.9)
• Thus the “I can” descriptors of the self-assessment grid (ibid., pp.26-27) and the “can do” descriptors of the illustrative scales focus on the autonomous L2 user, but also on the autonomous L2 learner
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The ELP and learner autonomy• The ELP is rooted in the Council of Europe’s
commitment to learner autonomy• It reflects the Council of Europe’s concern with (among
other things) o The development of the language learnero The development of the capacity for independent language
learning• It is (among other things)
o The property of the learnero A tool to promote learner autonomy
• It encourages self-assessment(ELP Principles and Guidelines, Council of Europe 2006)
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Learner autonomy and the ELPIn principle the ELP can support the exercise and development of learner autonomy in three ways:1. When “I can” checklists reflect the demands of the official curriculum, they
provide learners (and teachers) with an inventory of learning tasks that they can use to plan, monitor and evaluate learning over a school year, a term, a month or a week
2. The language biography is explicitly designed to associate goal setting and self-assessment with reflection on learning styles and strategies, and the cultural dimension of L2 learning and use
3. When the ELP is presented (partly) in the learners’ target language, it can help to promote the use of the target language as medium of learning and reflection
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Two examples of ELP design and implementation
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersThe context• CLCS Learner Autonomy Project (1997-2001) • Research goals:
o to stimulate pedagogical experimentation in a number of post-primary French and German classrooms
o to use various empirical means to explore the impact of experimentation on teachers and learners (Little et al. 2002)
• Pedagogical aims:o to get learners to accept responsibility for their learningo to foster the use of the target language in the classroomo to help teachers to develop their planning skillso to look for a new way of “teaching for the exams”
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersELP design considerations• Promote greater learner involvement and responsibility• Focus attention on the development of communication
skills: language learning through language use (rubrics in six languages: English, Irish, French, German, Spanish, Italian)
• Facilitate teacher planning• Stimulate a positive interaction between teaching-
learning processes and syllabus/ examination objectives
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersThe language passport• Introduction (English and Irish)• The standard adult passport (for school leavers)• The interim (process) passport:
o personal informationo profile of L2 skills (self-assessment)o summary of language learning and intercultural
experiences, including certificates and diplomas
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersThe language biography• Introduction (English and Irish)• My general aims and reflections• My checklist of target skills (in five languages: Irish,
French, German, Spanish Italian)• Setting goals and thinking about learning• Things I notice about language and culture• How I solve communication problems• Methods I use to learn languages• Intercultural experiences• Heritage languages
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersThe dossier• Introduction (English and Irish)• Each learner must decide, in consultation with the
teacher, what to put in the dossier, how to structure its contents, how often to review the contents, etc.
The appendix• An English version of My Checklist of Target Skills• A photocopiable version of each page of the language
biography
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersThe ELP and the post-primary curriculum• At the core of the Language Biography are the detailed
Checklists of Target Skills • The Checklists were derived from
o the illustrative scales in the Common European Framework o the communicative objectives of the official curriculum for
Junior and Leaving Certificate
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersCurriculum topics and exam tasks• One teacher created a simple grid to keep track of her
learners’ coverage of curriculum topics and examination tasks
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersCurriculum topics and exam tasks• One teacher created a simple grid to keep track of her
learners’ coverage of curriculum topics and examination tasks
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersCurriculum topics and exam tasks• One teacher created a simple grid to keep track of her
learners’ coverage of curriculum topics and examination tasks
• This was used together with the checklists to devise projects based on curriculum topics and communicative skills
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
1. Post-primary language learnersCurriculum topics and exam tasks• One teacher created a simple grid to keep track of her
learners’ coverage of curriculum topics and examination tasks
• This was used together with the checklists to devise projects based on curriculum topics and communicative skills
• Examples: poems, texts on The Simpsons
Ushioda and Ridley 2002, pp.30 and 36
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Target-setting and self-assessment: example 1
Ushioda and Ridley 2002, p.38
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Target-setting and self-assessment: example 2
Ushioda and Ridley 2002, p.38
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
How does the ELP help you learn French?
Ushioda and Ridley 2002, p.40
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Why is it good to set your own targets?
Ushioda and Ridley 2002, p.42
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The context:• Since the 1990s large numbers of immigrants have come to
Ireland• Whatever the status of their parents, all children and adolescents
resident in the state must attend school• There are currently some 12,000 pupils in primary schools whose
L1 is not English or Irish• The Department of Education and Science funds ESL support on
a withdrawal basis − usually one class per day for two years per pupil (1,450 teaching posts by the end of the current school year)
• Integrate Ireland Language and Training is responsible for curriculum, learning/teaching supports, assessment, and in-service seminars for teachers
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
Basic considerations:• The primary ESL curriculum must
o clearly reflect the purpose of ESL support: to give ESL pupils access to the mainstream curriculum
o describe learning progression in a way that corresponds to teachers’ experience
o be presented in a form that encourages and facilitates frequent use
o support a communicative pedagogy and the development of communicative learning materials
o foster the development of learner autonomy (a general goal of the Irish primary curriculum)
• The CEFR as an obvious model and source (Little and Lazenby Simpson 2004)
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
A curriculum based on the CEFR:• English Language Proficiency Benchmarks − a
reworking of the first three levels of the CEFR to make them age-appropriate and domain specific
• Part I comprises two grids:o Global benchmarks of communicative proficiency (listening,
reading, spoken interaction, spoken production, writing)o Global scales of underlying linguistic competence
(vocabulary, grammar, phonology, orthography)• Part II comprises thirteen grids:
o Units of work (the global benchmarks restated in terms of recurrent curriculum themes)
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identity
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identity
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
o A table of contents page
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
o A table of contents page
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
o A table of contents pageo “Open” pages related to the Units of Work
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
o A table of contents pageo “Open” pages related to the Units of Work
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
o A table of contents pageo “Open” pages related to the Units of Worko Additional work sheets
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
o A table of contents pageo “Open” pages related to the Units of Worko Additional work sheets
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
The ELP as a key learning support:• Language passport
o Focuses on the ESL pupil’s linguistic identityo Provides for regular summative self-assessment
• Language biography o Focuses on the pupil’s daily exposure to language in the environment
and learning how to learn o Provides detailed goal-setting and self-assessment checklists for the 13
units of work • Dossier
o A table of contents pageo “Open” pages related to the Units of Worko Additional work sheetso A place to keep completed work
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
2. ESL in Irish primary schools
Advantages of using the ELP:• It embodies the dynamic nature of the ESL curriculum, making
it visible to ESL teachers, learners, class teachers, principals, parents, and school inspectors
• It also makes clear to all these stakeholders an approach to L2 learning that emphasizes learner involvement, learner reflection, and communicative use of the target language
• It places at centre stage a version of the CEFR’s action-oriented approach to language use and language learning, capturing the evolving features of autonomous learner-users of English L2
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Conclusion
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The good news• Both of my examples confirm that the ELP can foster the
development of language learner autonomyo by supporting learners in goal setting, self-assessment and other
forms of reflection on language learning and language useo by supporting teachers, including those who are new to the concept
of learner autonomy and (especially) its implementation in the classroom
• Both examples also confirm that the ELP can help to make visible the process and content of L2 learning that is shaped by the principles of learner involvement, learner reflection and target language use
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The good news• The ELP for primary ESL learners in Ireland is widely used
because it is fully embedded in curriculum and assessmento It mediates the curriculum to learnerso It is the foundation for a substantial array of teaching and
learning resources that are related directly to the English Language Proficiency Benchmarks (Up and Away, IILT 2007)
o It supports forms of peer and self-assessment that are fully harmonious with the official tests (also developed by IILT; see Little 2005)
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
The bad news• Although the ELP for post-primary language learners was
the focus of the most exhaustive empirical evaluation of any ELP implementation project to date (Sisamakis 2006), it is now hardly used at allo It never enjoyed any kind of official backingo Despite reflecting closely the communicative goals of the official
syllabuses, its relation to the curriculum is indirect because the curriculum itself is not founded on the CEFR’s action-oriented approach
o It is not related in any way to the public exams• A similar fate may well await many more validated ELPs that
are not appropriately embedded and supported
CercleS ELP Seminar, Applied Language Centre, UCD, 7-9 June 2007
Three web addresseswww.coe.int/portfolio• For everything to do with the ELP
www.tcd.ie/slscs/clcs/research• To access a large range of materials related to the implementation
project coordinate by Sisamakis, including examples of students’ work and interviews with students and teachers
• To download Ushioda and Ridley 2002www.iilt.ie• To find out more about the work of IILT• To download the English Language Proficiency Benchmarks (primary
and post-primary versions), the ELPs for primary and post-primary ESL learners, the Milestone ELP
• To access a wealth of additional teaching materials for adults