Start the year on a high!
For students
• They understand the learning process better through regular self-assessment.
• They appreciate what they are doing more
• Their confidence grows
• They become become more autonomous
• They have ‘evidence’of what they can do in line with International Standards (CEFR)
For teachers
• Students become more autonomous leaving us with more time to monitor learners having difficulty
• Students become more responsible for their learning outcomes
• There’s increased student motivation
• Students become better at self-assessment
• You have tangible ‘evidence’ to show parents and school authorities what your learners can do.
The LP is in three sections, each with a different focus:
The Passport – focuses on the student’s personal details and length of time studying the language
TIP:
• Pairs/groups discuss why they think learning English is important, and how they feel about it.
The Biography – focuses on the student’s competences in each of the language skills areas, (these are correlated to the CEFR band descriptors/CAN DO statements). The learner is also encouraged to analyze their learning style, likes and dislikes, strengths and weaknesses through regular self-assessment, and to plan their next short term learning goal.
TIPS:
• Ss discuss what they like and don’t like about learning English
• Discuss countries where English is spoken (project)
• Discuss contexts in which English is spoken
• Students share their experiences with English speakers through photos and/or stories/discussion
• Students create a collage by choosing pictures from magazine for ideas of ways to come into contact with English.
• Teacher show and tell
• Students bring in something in English and explain how they got it, where, what they understand, etc.
The Dossier – the students are encouraged to add any work that they have produced inside or out of the classroom which may include written work, presentations, audio recordings, DVD recordings, posters, etc.
Things to include:
• Drawings
• Pictures
• Student-produced texts
• Videos/DVDS
• Crafts or other projects
• Collages
• Emails
• Poems
• Stories/creative writing
*Visit these sites for more information on Language Portfolios:
http://www.coe.int/t/dg4/portfolio/?l=e&m=/documents_intro/common_framework.html
http://www.educacion.gob.es/exterior/usa/en/File/conf_/european_portfolio.pdf