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    Using the European Portfolio for Student Teachers of Languages

Using the European Portfolio for Student Teachers of Languages

The European Portfolio for Student Teachers of Languages is a tool for reflection and self-assessment of the didactic knowledge and skills necessary to teach languages. It builds on insights from the Common European Framework of Reference and the European Language Portfolio as well as the European Profile for Language Teacher Education. Four years after its initial publication it has been translated into twelve European and Asian languages. To meet widespread demand this ECML publication provides materials which support its implementation in teacher education.
The book entitled Using the European Portfolio for Student Teachers of Languages presents examples, discussions and research findings of how the EPOSTL is used in initial teacher education courses, in bi-lateral teacher-education programmes and in teaching practice. The accompanying folder and flyer feature, amongst others, guidelines for strategic measures for introducing the EPOSTL in a particular institution or in a country.

Who is it for?

  • Teacher Educators
  • Language Teachers
  • Student Teachers
    •
  • Decision makers in tertiary education

Download handbook


Related publications

QualiTraining at Grassroots Level

The publication includes materials and instruments, which can be transferred or adapted to concrete situations in e.g. teacher development, quality assurance training, project management and evaluation. The case studies and activities suggested, invite readers to find out what works best in their own educational environment and to develop relevant, innovative solutions to needs identified.

Common European Framework of Reference for Languages - Level Estimation Grid for Teachers

The CEF-ESTIM grid helps teachers link their class activities to the Common European Framework of Reference for Languages (CEFR) levels. The CEF-ESTIM grid addresses wider perspectives aiming at productive and interactive use of language in the classroom.

Classroom Assessment related to the Common European Framework of Reference for Languages

In response to a growing need expressed by the users of the CEFR, the Language Policy Division developed a manual and a set of accompanying tools to be used to assist in linking local language examinations to the common reference levels of language proficiency. This publication seeks to complement these tools by providing a user-friendly introduction to the process, targeting professionals with a stake in quality language testing who are not necessarily experts in testing and assessment.

Assessment of young learner literacy related to the Common European Framework of Reference for Languages

Primary school teachers are increasingly faced with the task of assessing the literacy of pupils in a language other than a pupil`s mother tongue. The handbook presents practical issues and principles associated with this assessment. The section on writing also contains a step-by-step guide for training teachers in the use of the material.

Guidelines for University Language Testing

This publication is a ‘hands-on’ manual for those language teachers and testers who are looking for a valid tool to measure their students’ language skills in a meaningful way.

European Portfolio for Student Teachers of Languages

The European Portfolio for Student Teachers of Languages (EPOSTL) is a document intended for students undergoing their initial teacher education which encourages them to reflect on the didactic knowledge and skills necessary to teach languages, helps them to assess their own didactic competences and enables them to monitor their progress and to record their experiences of teaching during the course of their teacher education.

Encouraging the culture of evaluation among professionals

“Pathways” presents an innovative way of reflecting on the multidimensionality of assessment, learning and teaching in line with the CEFR. It has been designed to support professionals at all levels. The two main components of “Pathways” - guide and kit - integrated by various indexes, mind maps and examples of scenarios, encourage users to work in a non linear way and to select and customize.

Project team

David Newby (Coordinator)
Karl-Franzens Universität Graz
Institute of English Studies
Austria
Anne Britt Fenner
University of Bergen
Norway
Sylvia Velikova
St Cyril and St Methodius University of Veliko Turnovo
Bulgaria
Barry Lee Jones
University of Cambridge
Faculty of Education
United Kingdom

Project

 

These are the results from a project of the European Centre for Modern Languages within its "Empowering Language Professionals" programme 2008-2011.

Read more about the project