Translating the CercleS European Language Portfolio into Portuguese for plurilingual development in a Community of Practice
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Mar©a del Carmen Arau Ribeiro
Abstract
In this paper plurilingual and autonomy building activities are described with reference to the CercleS European Language Portfolio and some parts of the original Council of Europe Language Portfolio. For this extracurricular plurilingual learning project in Portugal, eight secondyear female students studying for a degree in Executive Secretarial Studies voluntarily formed a Community of Practice by taking part in some introductory workshops and regular meetings in order to gain familiarity with the official but userfriendly nature of the European learning tool. Their translation proposals in Portuguese covered two parts, one from each of the official organisations, and specifically: (i) the general introduction to the European Language Portfolio and (ii) the introduction to the language passport (CercleS 2002), accompanied by a written reflection on their individual development. Subsequent workshops focused alternately on ongoing expansion of the participants' language horizons and on specific Portuguese expressions for appropriateness of register, accessibility, syntactic and lexical tuning. The results are reported as an illustration of the importance of this kind of activity as a contribution towards the development of plurilingual competences, growing autonomy and selfconfidence, and using a complete language toolkit within a Community of Practice.
©2014 by Walter de Gruyter Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Narratives and accounts: “Post-crisis” narration in annual company reports
- Connectedness through a strong form of TBLT, classroom implementation of the CEFR, cyclical learning, and learning-oriented assessment
- Impacts of the use of “support tools” on a distance language learning course
- Oral communication in the framework of cognitive fluency: Developing and testing spoken Russian within the TORFL system
- First- and final-semester non-native students in an English-medium university: Judgments of their speech by university peers
- The European Language Portfolio and Languages for Specific Purposes: A project to develop “can do” descriptors focused on students' interests and motivation
- Translating the CercleS European Language Portfolio into Portuguese for plurilingual development in a Community of Practice
- The role of research in teaching-oriented institutions: A case study of university language centres in Finland
- The changing world of higher education: Where do language centres fit in?
- Mind the gap between form and function. Teaching pragmatics with the British sitcom in the foreign language classroom
- Having fun in the classroom: Subtitling activities
Artikel in diesem Heft
- Frontmatter
- Narratives and accounts: “Post-crisis” narration in annual company reports
- Connectedness through a strong form of TBLT, classroom implementation of the CEFR, cyclical learning, and learning-oriented assessment
- Impacts of the use of “support tools” on a distance language learning course
- Oral communication in the framework of cognitive fluency: Developing and testing spoken Russian within the TORFL system
- First- and final-semester non-native students in an English-medium university: Judgments of their speech by university peers
- The European Language Portfolio and Languages for Specific Purposes: A project to develop “can do” descriptors focused on students' interests and motivation
- Translating the CercleS European Language Portfolio into Portuguese for plurilingual development in a Community of Practice
- The role of research in teaching-oriented institutions: A case study of university language centres in Finland
- The changing world of higher education: Where do language centres fit in?
- Mind the gap between form and function. Teaching pragmatics with the British sitcom in the foreign language classroom
- Having fun in the classroom: Subtitling activities
