Session Information
10 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
This project examines the introduction of the European Language Portfolio (ELP) for student in lower and upper secondary schools in Norway (age 13 to 18). The emphasis of this research is on the impact of the ELP on classroom practice. The goal of this research is to examine to which extend (if at all) the ELP has introduced changes in classroom practice in the subject of foreign / second languages taught in the Norwegian lower and upper secondary schools. Furthermore, it examines to which extend this possible changes in the teaching environment allow a more “autonomous” learning for the students in the given school context.
Theoretical background for this research
- Documentation on the ELP provided by the Council of Europe, in particular the pedagogic function of the ELP, therunder to
Incite and help learners to
- reflect their objectives, ways of learning and success in language learning
- plan their learning
- learn autonomously[1]
- Documentation on the introduction of the ELP in Finnland (Kohonen 2007, 2002, 1999), Irland (Sisamakis 2006) and Czech Republic (Perclová 2006)
- Literature on student autonomy by Holec (1980, 1985,1987, 1988), Dam (1990,1994, 1995, 1999), Little (1991, 1995, 1996, 2000, 2003), Trebbi (1996, 2003, 2005) and Trebbi and Gjørven (2003) to mention some.
The research was tied to the introduction of the ELP in the lower and upper secondary level in Norway that started in autumn 2006. The introduction project lasted over a period of to years and ended with a national conference on the ELP in November 2008. The ELP introduction was guided by a steering group composed by representatives from Norwegian Centre for Foreign Language in Education, representatives from the Telemarksforsking, University of Oslo, teachers and school administrators. A small group of teachers, the so called expert teachers, reported directly to this steering group. Then again, the expert teachers were in charge of small groups of teachers in the regions they were / are teaching. This model for the introduction of the ELP allowed having groups of teachers working on the introduction of the ELP almost all over Norway.
Method
Expected Outcomes
References
Council of Europe (2001). A Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Dam, L. (1990). Learner autonomy in practice. I Ian Gathercole (ed.) Autonomy in Language Learning. London: CILT, 16-37. Dam, L. (1994). How do we recognize an autonomous classroom?. I Die Neuere Sprache 93:5, 503-527. Dam, L. (1995). Learner Autonomy 3, from Theory to Classroom practice. Dublin: Authentik. Holec, H. (1980). Autonomy and foreign language learning. Nancy: Centre de Recherches et d’Applications Pedagogiques en Langues. Council of Europe. Holec, H. (1985). On autonomy: some elementary concepts. I P. Riley (Ed.). Discourse and Learning. London: Longman. 173-90. Holec, H. (1987). The learner as manager: managing learning or managing to learn? I A. Kohonen, V. (2000). The European language portfolio as an instrument for developing foreign language pedagogy: guidelines and possibilities. In Kohonen, V. and U. Pajukanta (eds.). The European Language Portfolio: experiences from the first half of the Finnish EKS project. Tampere: Departement of Teacher Education Publications Series A 23, 9-44. Kohonen, V. (2003). Student autonomy and teachers professional growth: fostering a collegial culture in language teacher education. I D. Little, et al. (eds.) Learner Autonomy in Foreign Language Classrooms: Teacher, Learner, Curriculum and Assessment. Dublin: Authentik, 147-163. Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik. Little, D. (2002) The European Language Portfolio: structure, origins, implementation and challenges. I Language Teaching, 35 (3), 182-189. Trebbi, T. (1996). Apprentissage auto-dirigé et enseignement secondaire: un centre de ressources au collège. I Mélanges. Centre de Recherches et d'Applications Pédagogiques en Langues, Nancy, 22/96, 169-193. Trebbi, T. (1996). Hvordan kan elever ta ansvar for egen læring? Norsk pedagogisk tidsskrif, 5/96. Oslo: Universitetsforlaget, 289 - 299.
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