EPOSTL
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The origins of the EPOSTL
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Project Tasks
Address content of teacher education
 core competences
To formulate didactic competence
descriptors (I can…) relating to language
teaching
Develop a Portfolio to help student
teachers reflect on their knowledge, skills
and values
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The central aims of the EPOSTL
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to encourage
students to reflect
on the
competences a
teacher strives to
attain and on the
underlying
knowledge which
feeds these
competences
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to promote
discussion
between
students and
between
students and
their teacher
educators and
mentors
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to facilitate
selfassessment
of students’
competence
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to provide
an
instrument
which
helps chart
progress
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to provide
support during
teaching
practice and
assist in
discussions
with mentors
and teacher
educators
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The structure of the EPOSTL
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I can evaluate
and select a
variety of
materials to
stimulate writing
I can cater
for a range
of learning
styles
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I can creative a
supportive
atmosphere that
invites learners to
take part in
speaking
activities.
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I would let pupils
work in small
groups.
I wouldn’t
correct their
mistakes all the
time.
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Categorisation of descriptors
1. Context
5. Conducting a lesson
2. Methodology
6. Independent
3. Resources
Learning
7. Assessment of
learning
4. Lesson planning
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I can understand
the requirements
set in national
and local
curricula.
I can understand and
integrate content of
European documents
(e.g. CEFR, ELP) as
appropriate in my
teaching.
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Quantifying competences
C2
Can exploit a comprehensive and reliable mastery of a very wide range of
language to formulate thoughts precisely, give emphasis, differentiate and
eliminate ambiguity.
C1
Can select an appropriate formulation from a broad range of language to
express him/herself clearly, without having to restrict what he/she wants to
say.
B2
Can express him/herself clearly and without much sign of having to restrict
what he/she wants to say.
B1
Has a sufficient range of language to describe unpredictable situations,
explain the main points in an idea or problem with reasonable precision and
express thoughts on abstract or cultural topics such as music and films.
A2
Has a repertoire of basic language which enables him/her to deal with
everyday situations with predictable content, though he/she will generally
have to compromise the message and search for words.
A1
Has a very basic range of simple expressions about personal details and
needs of a concrete type.
EPOSTL?
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1.
2.
3.
4.
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Council of Europe
– Common European Framework
of Reference
– European Language Portfolio
European Commission/Univ.
of Southampton
– European Profile for Language
Teacher Education – a frame of
reference
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The Common European Framework
provides a common basis for the
elaboration of language syllabuses,
curriculum guidelines, examinations,
textbooks etc. across Europe.
The EPOSTL provides a common
basis for the specification and
discussion of didactic
competences and teacher
education curricula across Europe.
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The Common European Framework (…)
describes in a comprehensive way what
language learners have to learn to do in
order to use a language for communication
and what knowledge and skills they have to
develop so as to be able to act effectively.
The EPOSTL describes in a
comprehensive way what language
teachers have to learn to do in order to
teach learners to use a language for
communication and what knowledge
and skills they have to help learners to
develop so as to be able to act
effectively.
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CEFR: Overall reading comprehension (p.69)
EPOSTL: Methodology, D. Reading
B1. Can read straightforward factual texts 1. I can select texts appropriate to the
on subjects related to his/her field and
needs, interests and language level of the
interest with a satisfactory level of
learners.
comprehension.
CEFR: Reading for orientation (p.70)
EPOSTL: Methodology, D. Reading
B1. Can scan longer texts in order to
locate desired information, and gather
information from different parts of a text,
or from different texts in order to fulfil a
specific task.
5. I can set different activities in order to
practise and develop different reading
strategies according to the purpose of
reading (skimming, scanning etc.).
CEFR: Reading for information and
argumentation (p.70)
EPOSTL: Methodology, D. Reading
B2. Can understand articles and reports
9. I can help learners to develop critical
concerned with contemporary problems in reading skills (reflection, interpretation,
which the writers adopt particular stances analysis etc.).
or viewpoints.
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European Language Portfolio
Language/learner-based:
I can understand short simple texts written
in common everyday language
EPOSTL
Didactic/teacher-based:
I can select texts appropriate to
the needs and language level of
the learners
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What is the Profile?
‘The Profile presents a toolkit of
40 items which could be
included in a teacher education
programme to equip language
teachers with the necessary
skills and knowledge’
(http://www.lang.soton.ac.uk/profile/report/MainRep
ort.pdf)
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Profile item 28:
Training in the practical application of
curricula and syllabuses.
I can identify curriculum
requirements and set learning
aims and objectives suited to my
learners needs and interests.
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Profile item 19:
Training in the application of various
assessment procedures and ways of
recording learners’ progress.
EPOSTL :
I can assess the process of project work.
I can design a range of tests appropriate
for my testing aims and learners’ needs.
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European Input to FTE Project
EC
European
Profile
Categories,
Insights
CofE (LPD)
Common
European
Framework
Rationale,
‘Can-do’ descriptors
CofE (LPD)
European
Language
Portfolio
Reflection,
Self-assessment
CofE (ECML)
Platform of
Teacher
Educators
International expertise, experience
European Portfolio for
Student Teachers of Languages
(EPOSTL)
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Expected outcomes
Provide greater transparency of aims and
didactic competences in teacher education for
both students and educators
Support a reflective mode of teacher education
Aid harmonisation of bottom-up, need-based
objectives and top-town curriculum planning
Aid comparison of teacher education
programmes
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More information and
downloadable versions of the EPOSTL from
http://epostl2.ecml.at/
PowerPoint production:
David Newby
Nancy Campbell
Christian Stenner
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S P E C I A L T H A N K S TO S T U D E N TS F R O M
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ALL OF WHOM USE …
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http://epostl2.ecml.at/