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Training teachers to use the European Language
Portfolio

• ECML-short term project 2008-2009
• ELP_TT2
• Ülle Türk, Estonia

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The Common European Framework of Reference,
common reference levels and self-assessment

• Developed by David Little and Dick Meijer,
  adapted by Ülle Türk

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CEFR Competences

• General competences
• Declarative knowledge (savoir)
• Skills and know-how (savoir-faire)
• Existential competence (savoir-être)
• Ability to learn (savoir apprendre)

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2. Communicative language competences

• Linguistic competences
• Lexical, grammatical, semantic, phonological,
  orthographic, orthoepic
• Sociolinguistic competence
• Politeness conventions, expressions of folk
  wisdom, register differences, dialect and accent
  etc.
• Pragmatic competences
• flexibility, turntaking, thematic development,
  coherence and cohesion

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Competences are necessary in order to

• perform linguistic activities
• Cf. CEFR chapter 5
• Example Situation
• Your learners imagine that they are among native
  speakers of the target language.
• What can your learners do in the target language?
  (e.g. I can introduce myself I can understand
  simple directions)

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Growing competences

• Being more competent means to be able to carry
  out more and more activities
• competences activities

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CEFR levels

• The Common European Framework of Reference
  (Council of Europe 2001) defines communicative
  proficiency
• At six levels, arranged in three bands
• A1 A2
• B1 B2
• C1 C2
• in relation to five skills listening, reading,
  spoken interaction, spoken production, writing
• in the form of can do statements

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I can deal with most situations likely to arise
whilst travelling in an area where the language
is spoken. I can enter unprepared into
conversation on topics that are familiar, of
personal interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and current
events).
Self-assessment grid (CEFR and standard adult
passport)
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CercleS ELP goal-setting and self-assessment
checklists
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Getting to know the levels

• The self-assessment grid is not enough
• More specific scales
• CEFR Ch 4 descriptors of communicative
  activities
• CEFR Ch 5 descriptors of linguistic competence
• Familiarisation activities
• Filling in the gaps
• Sorting the descriptors

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Workshop task (Handout 3)
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Self-assessment using the CEFR levels

• Questions to be answered
• How do I know which level I am at?
• How can I prove it?

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Working with the CEFR levels

• Gaining experience with the ELP
• Assess your own competence in a foreign language
  you know but dont teach
• What criteria did you apply in assessing
  yourself?
• What would you do to improve your competence?
• What learning activities would help you?
• What are the three most persuasive solutions in
  your group?

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Workshop task (Handout 4)