Implementing the European Language Portfolio in a Turkish Context

Autor/inn/en	Yilmaz, Sinem; Akcan, Sumru
Titel	Implementing the European Language Portfolio in a Turkish Context
Quelle	In: ELT Journal, 66 (2012) 2, S.166-174 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccr042
Schlagwörter	Portfolios (Background Materials); Focus Groups; Interviews; Grade 4; Grade 5; Language Teachers; English (Second Language); Second Language Instruction; Teaching Methods; Second Language Learning; Observation; Audio Equipment; Teacher Attitudes; Elementary School Teachers; Elementary School Students; Consciousness Raising; Goal Orientation; Self Evaluation (Individuals); Reflection; Turkey + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Beobachtung; Audio-CD; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bewusstseinsbildung; Zielorientierung; Zielvorstellung; Türkei
Abstract	This study explores the way in which the European Language Portfolio (ELP) is used for teaching English as a foreign language to young learners with the aim of enhancing their involvement in the language learning process. The data for the study were collected through observations in a fourth-grade and a fifth-grade classroom (students' ages varied from 9- to 11-years-old) over a 12-week period, interviews with the two English teachers, focus group interviews with the students, audio recordings of two self-assessment sessions, as well as student and teacher materials collected on site. The findings of the study show that the ELP was implemented through five common practices: raising awareness, goal tracking, making choices, reflection, and self-assessment. The article concludes with a summary of the benefits and constraints of the implementation along with some recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10