Dutch approach

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Dutch approach

• The Dutch approach to implement the ELP
• Dick Meijer

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Summary Dutch ELP-project

• Since start very enthusiastic
• Introducing and implementing looked to be 'a
  piece of cake'
• Because of the aims and intentions of ELP
• Almost all institutes were involved (exception
  teacher trainers !!!)
• Tried to develop 7 different portfolios
  (implementation strategy all sectors should be
  involved)

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• Piloting ELPs
• Different projects (e.g. border ELP in German)
• Regulare meetings with teachers
• Developing new descriptors
• Developing learning activities

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Conclusions after three years of piloting

• So many different portfolios were not necessary
• For the learners it was difficult to understand
  the descriptors (not used to look at foreign
  language learning that way)
• Focussing on reporting function is not enough to
  implement ELP
• Teachers need also to be 'owner' of the portfolio
  (involving them in new developments)
• The ELP should be embedded in the curriculum

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Dutch portfolios

• Validated portfolios
• 9 pupils (primary schools)
• 12 pupils (lower secondary education)
• 15 pupils (upper secondary education)
• Vocational education
• Migrants
• Language portfolio for language teachers
• English in primary and lower secondary education

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Accessibility for (young) learners

• One conclusion was descriptors are difficult to
  understand especially for (young) learners.
• they did not always recognize communicative
  situations 'behind the descriptors'
• they had difficulties to imagine foreign language
  situations if they are not used to go abroad

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Consequences

• If you want to implement the ELP, the problem of
  accessibility should be solved
• The pedagogical role of the portfolio became more
  and more important
• So
• we tried to find ways to make the portfolio more
  accessible to the 'users'
• We developed series of language learning
  activities, linked to the descriptors (activities
  are concrete, realistic, imaginable, have an
  addressee)

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Checklist

• Checklist exists of descriptors and situations
  and explanations
• It links to learning activities

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Dutch portfolio is a 'complex' project

• No stand alone activities developing a common
  Dutch language portfolio website
• Student/pupils Portfolio - efficient learning
  activities
• Textbook authors (a.o.) Portfolio - language
  profiles (series of concrete interpretations of
  descriptors in terms of can do-statements)
• Schools Portfolio and help for implementation
  (Focus on matching secondary and vocational
  education)
• Implementation strategy ad hoc by trying to
  solve problems

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Implementation strategies

• ELP for everybody (now website)
• Strong focus on pedagogical part
• Involving teachers in school projects (at least
  two teachers)
• Developing learning materials
• Organizing workshops, seminars etc.
• Articles written by professionals
• Involvement of all pedagogical institutes
• Maim aim learning a language becomes interesting
  and effective
• Focus on ongoing learning

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• Almost no quantitative targets
• Research projects on two ELP projects
• Budget pro year

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Situation now
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• 20.000 users
• 2.000 teachers
• 18.000 learners
• Implementing activities (bottom up)
• Networks of schools
• Publishers
• Teacher training institutes
• ELPs for all learners (primary till adult
  education)
• Curriculum activities ongoing learning, closing
  gap between schools and between upper and lower
  secondary

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Workshop activity

• Working in pairs to identify elements of
  relevance to your own practice (15 minutes)
• Exchange information on implementation activities
  in a larger group (excluding teacher training
  activities) and identify the potentially most
  effective ones (30 minutes)
• Coffee break (15.30)
• First draft of an action plan related to own
  project (30 minutes)
• Collect activities related to stakeholders and
  questions to the panel put them on posters (30
  minutes)