Edmonton, August 20th 2011 Carlos Soler Montes

1. International and Heritage Languages Association Heritage Languages Portfolio Project Edmonton, August 20th 2011 Carlos Soler Montes Instituto Cervantes Calgary

2. Aditionallanguages 15 12 6 Chinese 3 Context languages Thelanguages fan Lisa’s fan Spanish French English

3. Underlined title Images Repeated words Cognates Design and context Font of words Encryptedmessages Reading and understanding

4. Passport Dossier Biography Professional/ academic Administrative Personal Portfolio Components

5. C O M M O N R E F E R E N C E L E V E L S V e r t i c a l D i m e n s i o n B1. Intermediate B2. Advanced Language use descriptions: parameters and categories H o r i z o n t a l D i m e n s i o n CEFR Dimensions C2. Mastery Domains Competencies C1. Proficiency Texts Strategies Communicative activities Tasks Linguistic processes Contexts A2. Waystage A1. Basic

6. CEFR levels Competence for each language 5 Skills Profile of language skills Listening Reading Spoken interaction Spoken production Writing

7. Biography Which? What can I do? Other? Passport Which? Dossier How? In class? Outside? What? How? Portfolio Structure Mylanguage Other languages Profile My way of learning My best works Experiencies Agenda Folder with documents Certificates My plans

8. Student guide Project, implementationguidelines, materials, tests, games, etc. For teachers, tutors, parents, administrators, etc. Teacher Training Wikispace Updates Schoolsamplesand experiencessharing Portfolio Project Student Portfolio Functional Fun Unexpensive Flexible

9. Who can use it? 2. Onelearnerduringthesecondlanguageclasstoreflectwithhisclassmates and teacher • Onelearnerbyhim/herself at home 3. Onelearnerwithvariousteachers in differentclasses and languages at school.

10. ownership and cooperation Students Parents Teachers School and basic education ELP World of work and employment Life-long education Employers Employees / StudentsAdults

11. MethodologicalApproach • 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.

12. MethodologicalApproach • Socio-constructivistapproach • Cognitiveunderstanding of languagelearning and communication • Interaction as a learningtool • Importance of thelearningcontext • ContractPedagogy

13. MethodologicalApproach • Active methodology: Learningby “doingthings” • Realistic ideas aboutlanguagelearning • Learningprocessthroughallyourlife • Plurilingual and pluricultural competence • Autonomy

14. 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.

15. Examples Portfolios forchildren

17. 5-9 ELP

18. Linguistic Profile adaptation for children

19. Competences descriptors

20. Reflection on language learning

21. Possibilitiesto use the Portfolio • Interdisciplinary • Studentbyhis/herself, out of school. • In thesecondlanguageclass. • In more thanoneclass. • At schoollevel: classes + tutorials, extra credits, homework, etc. • Languagethroughthecurriculum

22. Canyon Meadows School (K-4) • Situated in the SW Calgary • 2010 Enrollment: 473

24. Table 1:Number of Subjects involved in the study

25. 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)

30. Students Tests Evaluation • Reading Test (3 items) • 17 points • Writing Test (3 items) • 33 points • Individual scores were entered in excel by grade

31. Preliminary Data Analysis • General AveragesCalculationby Grade • Reading • Writing • Variables • Gender • FamilyBackround • Language use withdifferentfamilymembers • Percentages and comparison

32. Graphic example

33. Graphic 1 A1 Level acquired 59% 71%

34. Table 2: Reading test scores

35. Graphic 2 A1 Level acquired 73% 81%

36. Table 3: Writing test scores

37. Thank you! Instituto Cervantes Calgary http://www.cervantes.es Craigie Hall D 401B 2500 University Drive NW Calgary, AB, T2N 1N4 Tel. 403-220-2830 aula.calgary@cervantes.es