From the learning diary to the ELP: An e-portfolio for autonomous language learning
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Greta Bertolotti
Greta Bertolotti is currently working as a language advisor at the Language Centre, University of Parma. Her main research interests and publications concern language teaching and testing and autonomy in foreign language learning.
Dr Micòl Beseghi is currently working as a language advisor at the Language Centre and as a contract lecturer at the University of Parma. Her main research interests and publications concern audio-visual translation, translation teaching, language teaching and testing, and autonomy in foreign language learning.
Abstract
In 2011 the Language Centre of the University of Parma introduced a self-study programme aimed at creating an autonomy-inspired language learning environment. Students are actively engaged in the management of their own learning and co-directed by advisors and teachers in the phases of planning, monitoring and assessment. Reflective diary writing has played such a crucial role in the programme that it was decided to extend the learner diary and implement the ELP. The model used is an online version of the canonical ELP (Little and Perclová 2001), consisting of a language passport, a language biography and a dossier; it is based on the principles of reflective learning, self-assessment and learner autonomy (Little et al. 2011, The European Language Portfolio: The story so far (1991–2011). Strasbourg: Council of Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016804595a7). The e-portfolio allows students, teachers and language advisors to keep track of the learning process at every stage; furthermore, learners are involved in goal-setting and the evaluation of learning achievement. Besides including a learning diary, the e-ELP fosters interaction among peers and teachers. The present report outlines the structure and pedagogical aspects of the e-portfolio devised by the Language Centre of the University of Parma and presents the first results obtained after the pilot project.
About the authors
Greta Bertolotti is currently working as a language advisor at the Language Centre, University of Parma. Her main research interests and publications concern language teaching and testing and autonomy in foreign language learning.
Dr Micòl Beseghi is currently working as a language advisor at the Language Centre and as a contract lecturer at the University of Parma. Her main research interests and publications concern audio-visual translation, translation teaching, language teaching and testing, and autonomy in foreign language learning.
References
Beseghi, Micol & Greta Bertolotti. 2012. Designing tailor-made academic paths for university language students. Language Learning in Higher Education 2(2). 319–337.10.1515/cercles-2012-0017Search in Google Scholar
Little, David. 2009. The European Language Portfolio: Where pedagogy and assessment meet. Strasbourg: Council of Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680459fa5Search in Google Scholar
Little, David, Francis Goullier & Gareth Hughes. 2011. The European Language Portfolio: The story so far (1991–2011). Strasbourg: Council of Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016804595a7Search in Google Scholar
Little, David & Radka Perclová. 2001. European Language Portfolio: Guide for teachers and teacher trainers. Strasbourg: Council of Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680459fa6Search in Google Scholar
Kühn, Bärbel & Maria Luisa Pérez Cavana. 2012. Perspectives from the European Language Portfolio: Learner autonomy and self-assessment. London: Routledge.10.4324/9780203809426Search in Google Scholar
©2016 by De Gruyter Mouton
Articles in the same Issue
- Frontmatter
- Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres
- The Common European Framework of Reference for Languages, the European Language Portfolio, and language teaching/learning at university: An argument and some proposals
- Aligning ESP courses with the Common European Framework of Reference for Languages
- Implementing CEFR principles in introductory Norwegian language courses for international students: Opportunities and challenges
- EPOS – the European e-portfolio of languages
- Translating language policy into practice: Language and culture policy at a Dutch university
- The ELP through time: Background motivation, growing experience, current beliefs
- Using the ELP as a basis for self- and peer assessment when selecting “best” work in modern-language degree programmes
- Biografische Methoden der Kompetenzanalyse für die Reflexion von Sprachkompetenz–Portfolioarbeit in der Praxis
- Creating task-based oral foreign language exams linked to the CEFR in higher education
- From the learning diary to the ELP: An e-portfolio for autonomous language learning
- The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1
- Access granted: Modern languages and issues of accessibility at university – a case study from Australia
- The role of second language in higher education: A case study of German students at a Dutch university
- Plurilingual proficiency as a learning objective for a multilingual curriculum in the study of business in Finland
Articles in the same Issue
- Frontmatter
- Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres
- The Common European Framework of Reference for Languages, the European Language Portfolio, and language teaching/learning at university: An argument and some proposals
- Aligning ESP courses with the Common European Framework of Reference for Languages
- Implementing CEFR principles in introductory Norwegian language courses for international students: Opportunities and challenges
- EPOS – the European e-portfolio of languages
- Translating language policy into practice: Language and culture policy at a Dutch university
- The ELP through time: Background motivation, growing experience, current beliefs
- Using the ELP as a basis for self- and peer assessment when selecting “best” work in modern-language degree programmes
- Biografische Methoden der Kompetenzanalyse für die Reflexion von Sprachkompetenz–Portfolioarbeit in der Praxis
- Creating task-based oral foreign language exams linked to the CEFR in higher education
- From the learning diary to the ELP: An e-portfolio for autonomous language learning
- The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1
- Access granted: Modern languages and issues of accessibility at university – a case study from Australia
- The role of second language in higher education: A case study of German students at a Dutch university
- Plurilingual proficiency as a learning objective for a multilingual curriculum in the study of business in Finland
