In order to carry out students’ self-assessment I am going to use the European Language Portfolio. The Council of Europe proposed that learners could build up a Portfolio in order to develop plurilingualism and pluriculturalism. Thus, the European Language Portfolio was launched in 2001.
The Portfolio is a document in which language learners can record their learning process and cultural experiences. This learning could be either at school or outside, and it allows students’ self-assessment, teacher assessment and other educational institutions assessment. It has got different aims:
To motivate students by acknowledging their efforts.
Incite students to reflect upon their objectives, plan their learning process and learn autonomously. …show more content…
Firstly, it contains the Language Passport (annexe…, page…), which must be updated by the owner from time to time. A grid is provided where his/her language competences can be described according to common criteria accepted throughout Europe. This grid is also available in different languages if needed. This section provides an overview of the students’ proficiency in different languages at certain moment of their learning. It also records formal qualifications and describes language competences and learning experiences. Secondly, the Portfolio contains a Language Biography (annexe…, page…), which describes the students’ experiences in each language. It allows students’ involvement in planning, reflecting upon and assessing his or her learning process and progress, but above all, it encourages students to state what he or she can do in each language and to include information on linguistic and cultural experiences either in school or outside. In this part of the European Language Portfolio I have selected those pages which are best adapted to my students’ age and level of proficiency. Some pages can be copied several times in order to update students’ progress (for instance, page 39 or 38 of the Learning to learn section, whose title is “now I can talk about…”). Finally, there is a Dossier (annexe…, page…) where students can include examples of personal work. It offers the opportunity to select materials to show the …show more content…
• Languages spoken by the student.
• Profile of language skills (to be completed with the help of the self-assessment grid).
• Summary of language learning and intercultural experiences as in nursery, primary and secondary school, bilingual classes, summer camps, use of the language at school, outside the school, stays or language courses in a country or region where the language is spoken and other language experiences important to them.
• Plurilingual profile, where students reflects the situations in which they communicate in their different languages, for example, at home, with friends, in everyday life, for travelling, to learn the language…
• Certificates and diplomas given to the student.
Regarding the biography, students will also start to work with it at the beginning of the year, recoding their experiences, looking at examples of what they will be learning and talking about along the year. When students work on their biographies, they repeat the process of reflection upon the objectives and self-assessment on a regular basis, which will help them to understand the learning process and taking more responsibility on their own learning. As far as the dossier is concerned, they will start working on it just when they find a piece of work they must include on it. Thus, the dossier will also be worked from the beginning of the
The Portfolio is a document in which language learners can record their learning process and cultural experiences. This learning could be either at school or outside, and it allows students’ self-assessment, teacher assessment and other educational institutions assessment. It has got different aims:
To motivate students by acknowledging their efforts.
Incite students to reflect upon their objectives, plan their learning process and learn autonomously. …show more content…
Firstly, it contains the Language Passport (annexe…, page…), which must be updated by the owner from time to time. A grid is provided where his/her language competences can be described according to common criteria accepted throughout Europe. This grid is also available in different languages if needed. This section provides an overview of the students’ proficiency in different languages at certain moment of their learning. It also records formal qualifications and describes language competences and learning experiences. Secondly, the Portfolio contains a Language Biography (annexe…, page…), which describes the students’ experiences in each language. It allows students’ involvement in planning, reflecting upon and assessing his or her learning process and progress, but above all, it encourages students to state what he or she can do in each language and to include information on linguistic and cultural experiences either in school or outside. In this part of the European Language Portfolio I have selected those pages which are best adapted to my students’ age and level of proficiency. Some pages can be copied several times in order to update students’ progress (for instance, page 39 or 38 of the Learning to learn section, whose title is “now I can talk about…”). Finally, there is a Dossier (annexe…, page…) where students can include examples of personal work. It offers the opportunity to select materials to show the …show more content…
• Languages spoken by the student.
• Profile of language skills (to be completed with the help of the self-assessment grid).
• Summary of language learning and intercultural experiences as in nursery, primary and secondary school, bilingual classes, summer camps, use of the language at school, outside the school, stays or language courses in a country or region where the language is spoken and other language experiences important to them.
• Plurilingual profile, where students reflects the situations in which they communicate in their different languages, for example, at home, with friends, in everyday life, for travelling, to learn the language…
• Certificates and diplomas given to the student.
Regarding the biography, students will also start to work with it at the beginning of the year, recoding their experiences, looking at examples of what they will be learning and talking about along the year. When students work on their biographies, they repeat the process of reflection upon the objectives and self-assessment on a regular basis, which will help them to understand the learning process and taking more responsibility on their own learning. As far as the dossier is concerned, they will start working on it just when they find a piece of work they must include on it. Thus, the dossier will also be worked from the beginning of the