Perspectives from the European Language Portfolio : learner autonomy and self-assessment
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Perspectives from the European Language Portfolio. Learner Autonomy and Self-assessment
Overview Using constructivist principles and autonomous learning techniques the ELP has pioneered innovative and cutting edge approaches to learning languages that can be applied to learning across the spectrum. This volume offers a range of investigations from theoretical studies to practical cases around these issues, and includes: relevant contributions of the ELP to language pedagogy; assessing the impact of the ELP on pedagogical research and practice; exploring and defining pathways for future developments; Reflective learning.
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Related Searches. Civilian or Military Power? This text critically examines the belief that the EU not only has an impact on The contributors question whether this assertion fits with the empirical record or is merely View Product. Colonialism, Orientalism and the Dravidian Languages.
The Dravidian language family is marked historically by a protracted struggle between Tamil and its The Dravidian language family is marked historically by a protracted struggle between Tamil and its aggressively assertive supremacy, and the consequent peripheralizing of other majoritarian languages of the region. This book looks at the development of Telugu - with its Critical Care Assessment by Midwives.
Over the last ten years, pregnancy has not only become more complicated for many women, Over the last ten years, pregnancy has not only become more complicated for many women, but the traditional provision of general intensive care units has been reduced. To bridge this gap, critical care units, usually staffed by midwives, have been European Constitutional Language.
If the task of constitutional theory is to set out a language in which the If the task of constitutional theory is to set out a language in which the discourse of constitutional law may be grounded, a question of the utmost importance is how this terminology is created, defined and interpreted.
In this groundbreaking This book examines the impact of Europeanization on the domestic politics of EU member states, Inevitably, my thinking had moved on significantly by , when I was asked to design and implement extra-curricular foreign language modules for freshman students. To begin with we offered modules in French for non-beginners almost all students entering university in Ireland have a school-leaving qualification in French and in German for non-beginners and beginners. Groups selected their own project themes and at the end of each cycle presented their projects to the rest of the class, who scored them using the same rating grids as the teachers.
Native-speaker assistants again visiting students were recruited to support target language use communicative but also metacognitive during project preparation. Working individually or in small groups, students were encouraged to use our self-access facilities, which now included a computer network with Internet access. In this way they could quickly source authentic materials to inform their projects. Students were required to submit written materials that showed the development of their project and the role they had played in it.
Early experiments suggested that nothing much would come of tandem partnerships if students were left to their own devices; in order to succeed they needed organizational support. So we embedded tandem learning in our language modules, which we twinned with similar courses in French and German universities, so that tandem partnerships were able to contribute to the development of group projects on either side. In due course tandem learning via e-mail was complemented by tandem learning in the MOO 3 , a virtual environment in which students could engage in text-based communication with their tandem partners in real time.
The focus on written communication, whether asynchronous or synchronous, was likely to encourage and facilitate a focus on linguistic form.
In the early s we still depended crucially on the language laboratory, which used a specially developed industrial version of a technology originally designed for the consumer market, the universal audio cassette. This in itself marked an important change: originally language laboratories were built on technology that was not often found in private households. At the same time, in the early s video materials were still difficult to come by. Fifteen years later the analogue technology of the language laboratory had been superseded by the digital technology of the computer network, satellite television had arrived, and — especially important for language learning — the Internet made it possible for language learners to communicate directly with speakers of their target language.
Laptops became increasingly portable, the first smartphones began to appear, and in due course tablets were upon us. In ways that most of us still struggle to comprehend, this latest revolution in electronic communication has changed the norms of social interaction and impacted on the way we use language. We no longer have to embed ICT-supported language learning in real-time, face-to-face interaction in order to ensure that our learners engage in spontaneous target language use; and the provision of self-access language learning is no longer dependent on the self-access centre as a physical location equipped with technology and a library of resources.
Their French adults learn English by using it receptively, interactively and productively to participate in Internet communication that is driven by their interest. The effort they invest in this learning presupposes reflective control, and it seems reasonable to assume that their interest and engagement are reinforced by the sense that their efforts are being rewarded.
But as I have attempted to show in this article, the concept of learner autonomy, at least as I understand it, entails a great deal more than a historically outmoded approach to self-access language learning.
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Its operationalization entailed the development of self-management skills that were seen as separate, or at least separable, from proficiency in the target language. By contrast, my own conception of learner autonomy, developed under the impact of successful classroom practice, is individual and collaborative, cognitive and affective, organizational and communicative. This version of learner autonomy challenges those responsible for developing the foreign language skills of university students to discover convincing and effective ways of exploiting the dialogic, creative, autonomy-enhancing potential of electronic communication to the advantage of formal and academic language teaching and learning.
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Alexander, R. Hodgkinson eds. Exploring Talk in School. London: Sage, Appel, M. Unpublished Ph. University of Dublin, Trinity College. Barnes, D. From Communication to Curriculum. Harmondsworth: Penguin. Chomsky, N. Language Corder, S. International Review of Applied Linguistics, 5 : Coste, D. Un niveau seuil. Strasbourg: Council of Europe.
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Council of Europe. Cambridge: Cambridge University Press. Dam, L.
Maintaining motivation in independent language learning 6 Research methods to investigate emotions in independent language learning: A focus on think-aloud verbal protocols 7 Achieving your GOAL: A case study of three learners 8 On the road to self-directed learning: A language coaching case study 9 Developing learner autonomy through peer teaching experiences 10 Developing the ARC: Creating an online autonomy resource centre 11 Autonomous learners in digital realms: Exploring strategies for effective digital language learning 12 ePortfolios for independent language learning: Episodic innovation or lasting reform? What could I improve? Stanley, G. Sign in to Purchase Instantly. Furthermore, since class time was devoted to brainstorming an assessment rubric, investigation as to whether this brainstorming process, or the rubric itself, aided the writing process in the learning stage, or contributed to the achievement of goals would provide some insight on whether its usage was achieving the purpose for which it was intended. In addition, flexibility also involves, being tolerant to accept and foster learners' trials and errors as well as constant drafting which allow students to explore their learning, to make relations, analyze, contrast and integrate previous and new information.
Dublin: Authentik. Deci, E.
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New York: Penguin. Holec, H. Autonomy and Foreign Language Learning. Oxford: Pergamon.
First published , Strasbourg: Council of Europe. Janne, H. Organisation, Content and Methods of Adult Education. Larsen-Freeman, D. Complex Systems and Applied Linguistics.
Learner autonomy and self-assessment, 1st Edition Perspectives from the European Language Portfolio is the first book to report on and contextualise the. Learner Autonomy and Self-assessment Perspectives from the European Language Portfolio is the first book to report on and contextualise.
Oxford: Oxford University Press. Lave, J. Situated Learning: Legitimate Peripheral Participation. Little, D. Nordlund eds. Walker eds. Autonomous Language Learning in Tandem. Sheffield: Academic Electronic Publications, Innovation in Language Learning and Teaching, 1. Tampere: Tampere University Press, Little, D et al.
Mercer, N.