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It is a document in which those who are learning or have learned a language
- whether at school or outside school - can record and reflect on their language learning
and cultural experiences.
The portfolio contains a language passport which its owner regularly
updates. A grid is provided where his/her language competences can be
described according to common criteria accepted throughout Europe and
which can serve as a complement to customary certificates. The document
also contains a detailed language biography describing the owner's experiences
in each language and which is designed to guide the learner in planning
and assessing progress. Finally, there is a dossier where examples of
personal work can be kept to illustrate one's language competences.
The European Language
Portfolio project has two main aims:
a) to motivate
learners by acknowledging their efforts to extend and diversify their language
skills at all levels;
b)
to provide a record of the linguistic and cultural skills they have
acquired (to be consulted, for example, when they are moving to a higher
learning level or seeking employment at home or abroad).
Points a) and b)
refer to the two basic functions of the European Language Portfolio:
a) The pedagogic function
·
Enhance the motivation of the learners
- to
improve their ability to communicative in different languages
- to learn
additional languages
- to seek new
intercultural experiences
·
Incite and help learners to
- reflect
their objectives, ways of learning and success in language learning
- plan their
learning
- learn
autonomously
·
Encourage learners to enhance their plurilingual and intercultural
experience, for example through
- contacts
and visits
- reading
- use of the media
- projects
b) The documentation and reporting function
The European Language
Portfolio aims to document its holder's plurilingual language proficiency and
experiences in other languages in a comprehensive, informative, transparent and
reliable way. The instruments contained in the ELP help learners to take stock
of the levels of competence they have reached in their learning of one or
several foreign languages in order to enable them to inform others in a detailed
and internationally comparable manner.
There
are many occasions to present a Language Portfolio which is up to date, for
example a transfer to another school, change to a higher educational sector, the
beginning of a language course, a meeting with a career advisor, or an
application for a new post. In these cases the ELP is addressed to persons who
have a role in decisions which are important for the owner of the Language
Portfolio. A learner may also be interested in having such documentation for him-/herself.
All competence is valued, regardless whether gained inside or outside
of formal education.
- The European Language Portfolio is the property of the learner.
- It is linked to the Common European Framework of reference for Languages.
- A set of common principles ad guidelines have been agreed for all Portfolios.
Recommendation N° R (98) 6 of the Committee of Ministers to Member
States concerning Modern Languages recommends among other measures the
development and use by learners of a personal document (European Language
Portfolio) to record their qualifications and other significant linguistic
and cultural experiences in an internationally transparent manner as part
of an effort to extend and diversify language learning at all levels in
a lifelong perspective.
The Ministers of Education of all the member States of the Council of
Europe have recommended that governments, in keeping with their education
policy, support the introduction of a European Language Portfolio.
Resolution on the European Language Portfolio (adopted at the
20th Session of the Standing Conference of the Ministers of Education
of the Council of Europe, Cracow, Poland, 15-17 October 2000)
The European Ministers of Education, meeting in Cracow for the 20th session
of their Standing Conference,
CONSIDERING:
- the conclusions and recommendations of the 19th Session of the Standing
Conference of the European Ministers of Education;
- Recommendation No. R (98) 6 of the Committee of Ministers to Member
States concerning Modern Languages;
- Recommendation 1383 (1998) of the Parliamentary Assembly of the Council
of Europe on Linguistic Diversification;
- the encouraging results of the PILOT PROJECTS conducted in 15 member
States in an initial pilot phase (1998 to 2000) in order to explore the
practical potential, feasibility and effects of a European Language Portfolio.
RECOMMEND THAT:
The Governments of member states, in harmony with their education policies:
1. implement or create conditions favorable for the implementation and
wide use of the ELP according to the Principles and Guidelines laid down
by the Education Committee;
2. Where it is decided to introduce the ELP, they:
2.1. ask a competent body (such as a national committee) to examine ELP
models for compulsory education, to establish whether they meet the agreed
criteria, and to forward them with a recommendation to the European Validation
Committee;
2.2. ask the competent body to monitor compliance with the Principles
and Guidelines at the national, regional, local level;
2.3. create conditions to enable learners to use ELPs throughout formal
and informal education;
2.4. assist teachers in the effective use of the ELP through appropriate
training programmes and support;
2.5. take steps to ensure that an ELP is acknowledged as a valid record
of competence regardless of its country, region, sector or institution
of origin;
2.6. facilitate co-operation between education institutions and other
relevant agencies at all levels, be they public or private, with a view
to the harmonious development and implementation of ELPs;
2.7. monitor the dissemination and impact of the ELP and report the findings
to the Council of Europe regularly, and at least once every three years.
Different models are being or will be developed in Council of Europe
member States depending on the age of learners and national contexts.
However, all models must conform to the agreed principles and be approved
by the European Validation Committee in order to use the Council of Europe
logo.
The Council of Europe organised a series of seminars in 2001 to help
member States which did not take part in the pilot scheme to develop and
introduce their own portfolios. A number of International NGOs are also
developing Portfolios for higher and adult education.
Educational authorities or institutions undertaking to produce an ELP
model may ask for guidance and a preliminary reaction from the Validation
Committee at an early stage. Please contact the Secretariat:
christopher.reynolds@coe.int
Portfolios CANNOT be obtained from the Council of Europe. The
co-ordinates of national co-ordinators are to be found under the heading " Contact
us".
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