the norwegian versions of the european language portfolio

The Norwegian versions of the

European Language Portfolio for

Adult Migrants

OECD, Paris 13.02. 2008 – 15.02.2008

Joanna Derdowska and Inger Lill Raundalen

Arendal voksenopplæring, Norway

The ELP is based on

• The Common European Framework of

Reference (CEFR) and

• the Norwegian national curriculum (Norwegian

as a second language for adult migrants) which

is also based on the CEFR

The ELP is:

a tool in the language learning and

integration for adult migrants

The three parts of ELP:

• the language passport -

www.europass.no – self assessment

• the biography

- including checklists: ”I can do”-statements

• the dossier

ELP’s functions:

• pedagogical - a tool for language learning

and assessment

• reporting - a tool for integration:

presentation of the learner’s background,

qualifications, experiences, plans for the

future

CEFR and ELP

• emphasis self assessment

• describe 6 levels of language proficiency (A1 –C2)

• communicative approach – 5 language skills, receptive og productive:

- listening

- reading

- spoken interaction

- spoken production

- writing

ELP’s pedagogical function:

• Development of learners authonomy – the teacher ”negotiates curriculum” with the learners:

• What are we learning?

• Why are we learning it?

• How are we learning it?

• How successful is our learning?

• What are we going to do next?

Planning, implementation and assessment

ELP’s methodology

Development of learners authonomy by

• involving the learners in the learning process

• step-by-step introduction of self assessment techniques

• raising learners’ awarenes and reflectionon the learning process

• raising the learners’ self-esteem – I can do-statements in the checklists

ELP

encourages the learners to make their own

individual plans and define goals both for the

language learning process and for the overall

integration goals like work, studies and social

participation in the new society

Two different versions of the

Norwegian ELP

• ELP for Adult Migrants -http://skolenettet.no/sprakpermer - sent for approval at the European Council

• adapted version of the ELP for learners with low educational levels -www.vox.no/spor1

Why two different versions

of the ELP?

• The original version was too difficult

• Need for a basic level below A1

Different learner groups demand different

approaches, but the pedagogical idea

is the same – developing and

supporting learners’ authonomy.

Checklists

• Exemplification of the level descriptors in the CEFR –

concreate situations which learners can try out in or

outside the classroom

ELP should be…

• created by learner and teacher together in

a process based on setting personal goals

and identifying learning needs – looking

back and forward

• individualy adjusted

• built up gradually

How to fit ELP in

your daily work?

• It’s possible to work with the methodology without filling in forms

• You can go on using textbooks, but not as a series of lesson scripts – the textbook should be subordinate to discussions and negotiation with the learners

• In cooperation with the learners you can make your own checklists (eg. according to the targets in the textbook)

Practical use - examples

Learning Norwegian outside school

Learning Norwegian outside school –one learner’s self assessment

Learning how to learn

Learning how to learn –example from a group of learners with

good educational levels

Classroom activities –some examples

• Class and individual discusions about objectives, how to

fulfil them and criteria for good performance

• Finding I can do objectives in a unit in the textbook

• Period plans with checklists, made in collaboration with

the learners

• Learners assess others’ and their own work

• Learners help weaker learners

• Learners choose their own tasks

• Learners create learning materials for other learners (eg.

true/false, sentences, exercises, questions)

More classroom activities

• Work in pairs or small groups

(conversation, reading, writing,

dictation,questioning etc.), teacher helps

learners with assessment

• Assessment of each other’s performance

(oral or written) with less support from the

teacher

Why to use ELP?

• Focus on the learner

• Arises awarenes of own learning process

• Emphasis self assessment

• Enables individual adjustment

• Encourages authonomy and involvement

• Promotes life long learning

• Presentation tool

• Part of the European system for language learning