EUROPEAN LANGUAGE
PORTFOLIO
“There's only one corner of the universe you
can be certain of improving, and that's
your own self."
Aldous Huxley (English writer)
DEVELOPMENT
The European Language Portfolio (ELP),
devised by the Council of Europe's Modern
Languages Division and piloted in 15
Council of Europe member states between
1998 and 2000, has been launched
throughout Europe during 2001, the
European Year of Languages.
What is the purpose of the European
Language Portfolio (ELP)?
The ELP is designed to:
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encourage the lifelong learning of languages, to any level
of proficiency;
make the learning process more transparent and to
develop the learner's ability to assess his/her own
competence;
facilitate mobility within Europe by providing a clear
profile of the owner's language skills;
contribute to mutual understanding within Europe by
promoting plurilingualism (the ability to communicate in
two or more languages) and intercultural learning.
What are the obligatory components of
European Language Portfolio (ELP)?
A LANGUAGE
PASSPORT
A LANGUAGE
BIOGRAPHY
A DOSSIER
summarizes the owner's
linguistic identity,
language learning
achievement, and
intercultural experience,
and includes the owner's
assessment of his/her
own language
competence according
to the Council of
Europe's Common
Reference Levels
is used to set
intermediate learning
goals, review progress,
and record significant
language learning and
intercultural experiences
in which the owner
collects samples of
his/her work and
evidence of his/her
achievements in
second/foreign
language learning.
How is the European Language
Portfolio (ELP) to be used?
Owners of all ages can use the ELP
to:
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keep a record of all their language learning,
whether it takes place inside or outside the
educational system;
develop their capacity to plan, monitor and
evaluate their own learning;
record significant intercultural experiences;
collect evidence of their language skills;
document their language learning achievements.
Language Portfolio (ELP) and the
Council of Europe's common
reference levels
The Common European Framework divides learners into three
broad divisions which can be divided into six levels:
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A Basic Speaker
A1 Breakthrough
A2 Waystage
B Independent Speaker
B1 Threshold
B2 Vantage
C Proficient Speaker
C1 Effective Operational Proficiency
C2 Mastery
The CEFR describes what a learner is supposed to be able to
do in reading, listening, speaking and writing at each level.
WHAT ARE THE KEY ADVANTAGES
OF USING A PORTFOLIO?
FOR STUDENTS AND
PARENTS
FOR TEACHERS
A portfolio helps to
make the students'
learning progress and
process visible and
noticeable.
A portfolio may
lead to increased
participation and
autonomy on the
learners' part.
MY LANGUAGE
PORTFOLIO
(sample for 12-17 year-old students)
This portfolio is for you!
It consists of three
parts:
Your LANGUAGE
PASSPORT
What languages do you study?
What are your achievements?
What does your teacher think?
Your LANGUAGE
BIOGRAPHY
Control your language studying progress.
Set new goals for yourself.
Find the best ways for their achievement!
Your DOSSIER
Collect the best works you can be proud of.
I. LANGUAGE PASSPORT
part 1
Name__________________________________________________________________
Date of birth____________________ Place of birth______________________________
Address_________________________________________________________________
My mother tongue is______________________________________________________
Another language I use every day is__________________________________________
I attend (attended) a school which teaches subjects in a foreign language.
Name of school____________________ Address________________________________
Foreign language__________________________ from____________ to_____________
I attended school abroad.
Country of school, place____________________________________________________
Name of school___________________________________________________________
Language of instruction_____________________ from _____________to____________
I started to work with European Language portfolio in the____________________ class.
Date________________________
I. LANGUAGE PASSPORT
part 2
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My language study and courses
(Language, name of school or language courses, school year, total number
of hours, date, teacher’s signature)
Other ways I learn languages and get to know other cultures
(I have spoken to foreigners from…, I have met people from…, etc.)
My other important experience of foreign languages and encountering
other cultures outside of school
How do I assess myself? (Listening, reading speaking, writing)- Use selfassessment grid
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Teachers’ assessments (Listening, reading speaking, writing)
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My results (language exams)
II. LANGUAGE BIOGRAPHY
I. My learning strategies
How can I learn foreign languages?
Can I become a better language
learner?
When I learn a language I...
What can I already do?
II. Levels of my progress: A, A1,A2,
A2+,B1, B1+, B2
(Listening, reading, writing,
speaking).
My own list what I can already do.
What do I want to be able to do?
My plans.
III. My intercultural experience.
Part 1. My intercultural
background.
Part 2. How I see myself in
intercultural contexts.
Part 3. A continuing record of
intercultural encounters.
III. MY DOSSIER
The Dossier is my own personal
property. In my dossier I can
keep:
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E-mails
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Pictures
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Songs
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Photos
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Audio or video recordings
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Written works
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A reading record
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Examples of listening,
speaking, reading, writing
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Games or exercises
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Descriptions and results of
project work
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A personal word list
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Posters
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Copies of postcards, letters or
e-mail messages sent to a
partner school
REFERENCE
1. David Little, Radka Perclova. The European Language Portfolio: a guide for teachers
and teacher trainers. Council Of Europe. – Strasbourg, 2003.
2. European Language Portfolio. Council of Europe. –Strasbourg, 1997.
3. Francis Goullier. Council of Europe Tools for Language Teaching. Common European
Framework and Portfolios. (English edition) – Paris, 2007.
4. Herbert Puchta. English in Mind and the use of a portfolio: what's in it for you and
your students? – Internet.
http://www.cambridge.org/elt/englishinmind/teacher_resources/portfolio.htm
5. Holec H. Autonomy and Foreign Language Learninng. – Oxford, 1979.
6. Little D. Learner Autonomy. – Dublin, 1991.
7. Modern Languages: Learning, Teaching, Assessment. A Common European Framework
of Reference. Council of Europe. – Strasbourg, 2001
8. Objectives for Foreign Language Learning. – Strasbourg, 1986.
9.Rubin J., Wenden A., Learner Strategies in Language Learning. – New Jersey, 1987.
10 Wenden A. Learner Strategies for Learner Autonomy. – New Jersey, 1992.
11. Європейське мовне портфоліо: Методичне видання/Уклад. О. Карп’юк. –
Тернопіль: Лібра Терра, 2008.
12. Європейське мовне портфоліо: Проект української версії для учнів 12-17
років/Уклад. О. Карп’юк. – Тернопіль: Лібра Терра, 2008.