European language portfolio

from Wikipedia, the free encyclopedia

The European Language Portfolio is a didactic tool that was developed on the initiative of the Council of Europe . It serves as a reflective accompaniment to cultural and linguistic experience and is intended to promote European linguistic diversity and intercultural awareness. The idea of ​​a language portfolio dates back to 1991 and is closely related to the Common European Framework of Reference for Languages , which was developed by the Council of Europe in the 1990s and recommended by the Council of the European Union in 2001 as a standard for evaluating language skills. Between 1998 and 2000 pilot projects were started in 15 European countries. Each country (including Austria, Germany and Switzerland) created its own national portfolios that are not only adapted to the frame of reference, but also to the respective educational system.

Language policy objectives of the Council of Europe

Council of Europe logo

One of the goals of the Council of Europe is to bind the individual member states more closely to one another by taking joint steps on a cultural level. The heritage of cultural diversity is seen as a treasure that needs to be protected and developed. According to the Council of Europe, only through knowledge of other modern European languages ​​would it be possible to increase the opportunities for communication and interaction for Europeans with different mother tongues, thereby promoting mobility and mutual understanding.

In order to implement these principles, the Committee of Ministers called on the governments of the member states to strengthen national and international cooperation that deals with the development of teaching methods and evaluation in the field of learning modern languages, as well as trying to coordinate the creation and use of materials. In addition, other “measures needed to be taken to create an effective European system for the exchange of information on all aspects of language learning and teaching and language teaching research”.

Such measures mean creating the opportunity for the broadest possible proportion of the population to acquire knowledge of other languages ​​in order to “master daily life in another country”, “exchange information and ideas with young people and adults” and “gain a deeper understanding of the Way of life and the way of thinking of other people ”. The "efforts of teachers and learners at all levels" are to be promoted by developing "meaningful and realistic learning objectives", "appropriate methods and materials" and "suitable methods and instruments for evaluation". Research projects are to be funded that “contribute to the introduction of methods and materials at all levels of an education system that are best suited to enable different groups and types of learners to acquire language skills that meet their specific needs . "

Since the two terms of multilingualism and multilingualism are not regarded as synonyms in the reference framework, their concepts also need to be clearly differentiated. While multilingualism affects the specific person who speaks several languages, the term multilingualism should be understood as a social spectrum of several socially present languages. Multilingualism can be achieved through a correspondingly large and attractive range of schools; Multilingualism, on the other hand, emphasizes the expansion of the cultural context through language experience. Languages ​​and cultures that are acquired through multilingualism cannot, however, be separated exactly. Rather, one can speak of a common communicative competence in which all the languages ​​spoken have a share.

If the concept of multilingualism has come to the fore, the goal of language teaching must also change. The goal is not to master one or more separately learned languages ​​at a high level, but to develop a communicative repertoire in which all language skills have their place. The aim for the learners is to give them the opportunity to develop multilingual skills . This also includes promoting motivation and the ability to gain new language experience outside of school.

The need for the frame of reference therefore lies in the promotion of cultural diversity, respect and increased mobility. So that these and other goals can be achieved in the best possible way, the concept of lifelong learning is required , through which Europe-wide educational exchange is promoted at all levels. The aim of the frame of reference is to facilitate cooperation between different educational institutions in order to simplify the nostrification processes of language qualifications. The purpose of the reference framework is to simplify the planning of language programs, language certificates and self-determined learning.

Function and intention of the European language portfolio

The European language portfolio sees itself as a means of supporting the objectives of the Council of Europe in a methodical and didactic way. However, the language portfolio should not be misunderstood as a textbook. It is the property of the learners and should primarily be designed by them. The Council of Europe aims to ensure that every European has their own language portfolio. Generally speaking, there are two major functions in the European language portfolio: The European language portfolio has 1) an educational function and 2) a documentary function. Concerning the pedagogical function, the language portfolio aims to increase learner motivation and encourage a higher degree of reflection. The learner should get a greater awareness of Europe, its culture and its languages. With regard to the documentary function, one's own learning progress should also be documented in the language portfolio by means of specially produced authentic materials. In work areas in which different languages ​​are of particular importance, the portfolio should be able to be handed in as an additional qualification.

construction

A European language portfolio always consists of three parts: 1) the language passport, 2) the language biography and 3) the dossier. The language biography tries to record and plan the language acquisition of the learner retrospectively and with foresight. In the language passport, the grids of the common European reference framework can be used to record the current level of skills in all languages ​​with which one is in contact. The learner's language products should be stored in the dossier that authentically reflect the process of language acquisition.

Diversification

There are now over a hundred different language portfolios in Europe. Since the educational traditions in the individual countries diverge strongly, the portfolios also adapt to national circumstances (e.g. in the area of ​​age group). But even within the European countries, there are portfolios of the most varied types.

The Milestone Portfolio is a multilingual version of the Language Portfolio recognized by the Validation Commission of the Council of Europe. It was developed by the Milestone Project, a European Union funded network of language teachers who teach immigrant learners in language courses and vocational preparation classes.

In Austria, there have recently been portfolios for elementary school, lower secondary level and for young adults older than 15 years. In Switzerland, on the other hand, in addition to the portfolios for secondary level I and II, two different portfolios for 4-7 and 7-11-year-olds were also developed. In Germany, a language portfolio for adult education was developed by a nationwide working group and accredited by the Council of Europe in 2006. A language portfolio for immigrants was completed in a pilot project funded by the BAMF (Federal Office for Migration and Refugees) in 2008. Furthermore, individual federal states published their own portfolios, especially for the school sector (e.g. Thuringia, Hesse, North Rhine-Westphalia). These are important language portfolios in German-speaking countries that are also used in schools and other educational institutions. There are also numerous smaller portfolios and handouts with additional material.

In order for a language portfolio to have the right to be a “European language portfolio”, it must, however, comply with certain formal and content-related criteria and be validated by the Council of Europe. A list of the European Language Portfolios accredited by the Council of Europe can be found on the Council of Europe website.

literature

  • Common European Framework of Reference for Languages: Learn, Teach, Assess. Edited by Goethe-Institut Inter Nationes et al., Translated by Jürgen Quetz, Langenscheidt: Berlin et al. 2001.
  • Meister, Miriam: The Influence of the Work of the Council of Europe on Language Teaching in Austria. Graz 2005.
  • Austrian Language Competence Center: European Language Portfolio. Elementary level (6-10 years). BMUKK, Vienna 2007.
  • Austrian Language Competence Center: European Language Portfolio. Intermediate level (10–15 years). BMBWK, Vienna 2004.
  • Austrian Language Competence Center: European Language Portfolio 15+. For young adults. BMUKK, Vienna 2007.

Web links

Individual evidence

  1. ↑ cf. "Language pass" - "Lernerpass" - "Language portfolio": the story of an idea, accessed on August 28, 2008 ( Memento from December 3, 2005 in the Internet Archive )
  2. ↑ cf. Common European Framework of Reference for Languages: Learn, Teach, Assess. Edited by Goethe-Institut Inter Nationes et al., Translated by Jürgen Quetz, Langenscheidt: Berlin et al., 2001, p. 15.
  3. ↑ a b Common European Framework of Reference for Languages: Learn, Teach, Assess. Edited by Goethe-Institut Inter Nationes et al., Translated by Jürgen Quetz, Langenscheidt: Berlin et al., 2001, p. 15
  4. ↑ Common European Framework of Reference for Languages: Learn, Teach, Assess. Edited by Goethe-Institut Inter Nationes et al., Translated by Jürgen Quetz, Langenscheidt: Berlin et al., 2001, p. 15
  5. ↑ a b Common European Framework of Reference for Languages: Learn, Teach, Assess. Edited by Goethe-Institut Inter Nationes et al., Translated by Jürgen Quetz, Langenscheidt: Berlin et al., 2001, p. 16
  6. ↑ a b cf. Common European Framework of Reference for Languages: Learn, Teach, Assess. Edited by Goethe-Institut Inter Nationes et al., Translated by Jürgen Quetz, Langenscheidt: Berlin et al., 2001, p. 17
  7. ↑ cf. Common European Framework of Reference for Languages: Learn, Teach, Assess. Edited by Goethe-Institut Inter Nationes et al., Translated by Jürgen Quetz, Langenscheidt: Berlin et al., 2001, p. 18
  8. ↑ cf. Meister, Miriam: The Influence of the Work of the Council of Europe on Language Teaching in Austria , Graz: 2005, p. 100.
  9. ↑ European Language Portfolio: Milestone. In: themenpool-migration.eu. Retrieved December 7, 2019 .