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Portfolios – instruments for transferring & promoting a “learning philosophy”

Portfolios – instruments for transferring & promoting a “learning philosophy”. Good practices in History teaching Ileana Racoviceanu Belgrade, Serbia, Oc t o mbrie, 2007. Two Examples. LANGUAGES The E uropean L anguage P ortfolio – the EAQUALS/ALTE version for Adults (15+)

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Portfolios – instruments for transferring & promoting a “learning philosophy”

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  1. Portfolios – instruments for transferring & promoting a “learning philosophy” Good practices in History teaching Ileana Racoviceanu Belgrade, Serbia, Octombrie, 2007

  2. Two Examples LANGUAGES • The European Language Portfolio – the EAQUALS/ALTE version for Adults (15+) INTERCULTURAL COMMUNICATION • The Portfolio of Intercultural Competence

  3. Why these two? • Increasing mobility of people, goods and capitals leads to increasing communication needs which involve • LANGUAGES • ADAPTABILITY TO DIVERSITY • BEHAVIOURAL FLEXIBILITY • STANDARDS AND VALUES

  4. Potential target groups (national level) • Students and other categories of learners • Teachers at all levels and backgrounds • Employees • Companies, Employers • Human Resources Departments • Authorities • Decision makers • Media

  5. What is the ELP ? A self-assessment moment Check how the ELP works ( for English Level B1)

  6. What is the ELP ? • A self-assessment tool used by a learner to bring evidence of his/her language level, history, experience, etc. • About 90 validated models Council of Europe Validated Portfolios

  7. What is the ELP ? • LANGUAGE PASSPORT – a quick overview of your competencies (sum of language skills) + certificates + attended EAQUALS/ALTE courses

  8. What is the ELP ? • LANGUAGE BIOGRAPHY – setting the learning aims, priorities, learning history and the most significant linguistic an intercultural experiences

  9. What is the ELP ? • LANGUAGE DOSSIER – a collection of recorded samples of your work (written, audio, video) to bring proof of your language abilities. • Brings also proof of your development and gives you freedom to express yourself.

  10. Global Scale Descriptors A

  11. Global Scale Descriptors B

  12. Global Scale Descriptors C

  13. Stagesof promoting the ELP in Romania • 2001 – Promoting the Language Passporttarget: mostly language teachers • 2002 - Promoting and piloting the Language Passport target: language teachers + students • 2003 - Promoting and piloting the ELP target: language teachers + students • 2005 - Promoting the ELPtarget: employers, authorities, media

  14. What can you do with the ELP? • Develop your self-assessment abilities • Develop your communication abilities in a number of languages, irrespective of the operational level and of the environment where you have acquired the language • Supports your motivation and helps you in establish your own learning priorities • Brings proof of your language level, especially for the languages that have no official certification system

  15. Latest developments • The Language Passport is part of EUROPASS • The EAQUALS/ALTE e-ELP, the first electronic European Language Portfolio

  16. Questions and/or comments related to the ELP

  17. The Portfolio of Intercultural Competence – Reflect on: • How often do you go abroad every year? • Have you ever worked in a group with people from other cultures? • Do you read books written in other languages? • Which countries have you been to? • How often do you meet people from other countries? • In how many languages can you say “hello”? • How many friends abroad do you have?

  18. The Portfolio of Intercultural Competence Check how the PIC works My perception about me in an intercultural context

  19. The Aims of the PIC To support tolerance of ambiguity As an ability to accept: • ambiguity • lack of clarity and • to be able to deal with them CONSTRUCTIVELY

  20. The Aims of the PIC To improve behavioural flexibility As an ability to adapt • your own behaviour to different situations

  21. The Aims of the PIC To raise communicative awareness • As an ability to establish • relationships with partners from other cultural backgrounds and • to modify correspondingly your ownattitude and expression

  22. The Aims of the PIC To sustain knowledge discovery • As an ability • to acquire new knowledge about culturesand cultural practices and • to act using attitudes and skills in real-timeinteraction

  23. The Aims of the PIC To develop respect for otherness As an ability to be • open • curious without intruding and • prepared to forget about stereotypes referring to other cultures and your own

  24. The Aims of the PIC To help people act empathically As an ability to understand • what other people think and • how they feel in concrete situations

  25. Perspectives – anew approach Adapting communication according to the learner’s: • level, needs and priorities • motivation • personal rhythm of assimilation Virtual Learning Environments turned into Personal Learning Environments

  26. Questions and/or comments related to the PIC

  27. Thank you for your attention and participation

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