In today’s world, learning languages is becoming more and more significant as a result of all the interaction going around all over the globe. Naturally, the more significance learning languages is attached to, the more emphasis is put on the ways, strategies and methods which will enable language learners to make sure that this process of language learning is achieved smoothly and with ease. One of the attempts that have been made towards this goal is Council of Europe’s European Language Portfolio (ELF). European Language Portfolio is basically a reporting instrument on language learning (Kohonen, 2004). It is a part of Common European Framework, which sets parameters and designs curricula for learning languages (Little, 2005). European Language Portfolio aims at making it possible for learners to keep track of their development in the target language and encouraging them by acknowledging their efforts. ELP has three basic components: language passport, language biography, and dossier (Council of Europe, 2000). Also, ELP has a version which has been designated towards young learners: ELP junior version, which is available only in English and targeted at the young learners living in the UK. In the following paper you will find an overview of the three components of ELP along with the insights that it offers for young language learners.
The language passport part of ELP is set up to present learners’ proficiency levels in different languages. It gives a description of qualifications and competences in respective languages. This passport makes it possible for not only language teachers but also learners to make assessments. It also helps keeping records of both intercultural experiences and important language learning experiences. In the junior version of ELP the language passport section is presented quite like a game to grab young learners’ interest and attention. Learners are required to fill in a “passport-like” form indicating their name, school, age and the languages they learn at school and speak at home. They are also asked to ascertain their level proficiency in the target language as they progress. In this way, they raise an awareness of their language improvement.
ELP’s language biography section “facilitates the learners’ involvement in planning, reflecting upon and assessing their learning process and progress”. It asks learners to solidify what competences they have in languages and what they can achieve through language. In this part of the portfolio they also write their cultural experiences related to the use of language. In the junior version of ELP, “my language biography” section is presented very vividly and catchy along with the pictures that are intended help learners solidify their competences in the language.
The dossier section ELP is intended to be used to learners to keep records of materials, achievements or important learning moments that are present in their “language passports” and “language biographies”. Little and Parclova () uses the metaphor of “an artist’s portfolio” for this part of ELP. This metaphor really stands because in this part learners keep their most valuable or significant materials in their portfolio, be it a letter written to a pen-friend or homework that is much appreciated by the teacher. They demonstrate their reading and writing skills and they can also use audio-recordings for their speaking skills. In the junior version of ELP, the dossier also is presented very vividly with pictures around. It asks the learners to keep their important learning materials and valuable leaning assets in the folder.
All in all, we see that European Language Portfolio is a valuable source to organize teaching and learning. It is possible to state frankly that with the use of ELP both teachers and learners –no matter what age they are- will benefit. With its clearly-set objectives and nature of raising awareness on the part of the learners ELP is of great help in language classes. Language teachers ought to be aware of this source and make use of it as much as possible.
REFERENCES:
Council of Europe (2001a). Common European Framework of Reference for Languages:
learning, teaching, assessment. Cambridge: Cambridge University Press. (http://culture.coe.int/portfolio)
Council of Europe, (2000): European Language Portfolio (ELP): Principles and Guidelines. Strasbourg: Council of Europe.
Hasselgreen, A. (2005). Assessing the language of young learners. Language Testing. 22 (3), 337– 354.
Little, D. & Perclova, R. (2001). European Language Portfolio: guide for teachers and teacher trainers. Strasbourg: Council of Europe. (http://culture.coe.int/portfolio)
Little, D. (2005). The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing 22 (3), 321-336.
Kohonen, V. (2004). On the pedagogical significance of the European Language Portfolio: findings of the Finnish pilot project. Future Perspectives in Foreign Language Education. Oulu, Finland: Studies of the Faculty of Education of the University of Oulu.
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