A Flexible Approach to the Use of the European Language Portfolio in Higher Education Contexts

Autor/in	Dalziel, Fiona
Titel	A Flexible Approach to the Use of the European Language Portfolio in Higher Education Contexts
Quelle	In: Language Learning in Higher Education, 1 (2012) 1, S.179-194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2011-0012
Schlagwörter	Metacognition; Higher Education; Portfolios (Background Materials); English (Second Language); Second Language Learning; Personal Autonomy; Technology Uses in Education; Computer Mediated Communication; Foreign Countries; Language Teachers; Learning Strategies; Language Acquisition; Europe + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Individuelle Autonomie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Ausland; Language teacher; Sprachunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sprachaneignung; Spracherwerb; Europa
Abstract	This article illustrates a number of language learning tasks which can enable teachers to integrate the European Language Portfolio (ELP) into their courses; in doing so, it refers to the implementation project at the University of Padova, which began in the 2003-2004 academic year (Dalziel 2005). It starts by outlining the main pedagogical principles of the ELP, as these form the heart of the activities proposed. First of all, the reflection that work with the ELP requires of the learner is related to theories of learning strategies and in particular to metacognitive awareness. The article then stresses the importance of target language use for ELP-related tasks, arguing that this represents a driving force for the development of autonomy. After explaining why a flexible use of the ELP may be beneficial to learners and teachers alike, the following three sections of the article provide practical suggestions for ELP implementation focusing on: the use of technology; promoting learner interaction and collaboration; and how to exploit the pedagogical potential of the Dossier. The article concludes by stressing the need for a regular and integrated use of the ELP in the language classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01