Preparing for the European Language Portfolio: Internet connections

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dc.authoridMirici, Ismail Hakki/0000-0002-0906-0259
dc.authoridglover, philip/0000-0002-2375-3633
dc.authorwosidglover, philip/AGP-5869-2022
dc.authorwosidMirici, Ismail Hakki/HIR-9163-2022
dc.authorwosidglover, philip/AGQ-5098-2022
dc.authorwosidAksu, Mualla B/C-2887-2016
dc.contributor.authorGlover, Philip
dc.contributor.authorMirici, Ismail Hakki
dc.contributor.authorAksu, Mualla Bilgin
dc.date.accessioned2024-08-04T20:14:53Z
dc.date.available2024-08-04T20:14:53Z
dc.date.issued2005
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe European Language Portfolio (ELP) is a tool for developing learner responsibility and autonomy through reflection and self-awareness. The ELP is based on the Common European Framework (CEF) Reference Levels that enable learners to describe what they can do in different languages. The CEF is a Council of Europe initiative aimed at improving the learning of foreign languages. This paper uses the internet to look at how the ELP has been implemented in different settings and to suggest how the ELP may be approached. The paper introduces a small-scale case study of ELP pilot implementation in a university preparatory school. The results from this institution show many similarities with responses in other places, and demonstrate the importance of integrating the ELP with the existing programme, providing teacher training and clarifying the status and purpose of the ELP. Analysis of documents on the internet shows a number of important factors. The most successful examples of ELP use involved integration of the ELP in the institution's programme, training for teachers and students and a high level of commitment of time and financial resources by teachers and administrators. Responses from teachers were often extremely positive, others showed interest but many also expressed reservations about the ELP. Student responses were generally but not universally positive and a number of criticisms were raised concerning the status and purpose of the ELP. The paper provides full internet links so readers can access the same documents. The paper concludes firstly that future ELP use could exploit the internet for teacher training and secondly that thorough preparation of staff, students and programmes are needed when an innovative tool such as ELP is introduced. The basis for thorough preparation could involve detailed familiarisation with the CEF Reference Levels.en_US
dc.identifier.endpage98en_US
dc.identifier.issn1302-6488
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-22944480906en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage84en_US
dc.identifier.urihttps://hdl.handle.net/11616/94022
dc.identifier.volume6en_US
dc.identifier.wosWOS:000439387500011en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAnadolu Univen_US
dc.relation.ispartofTurkish Online Journal of Distance Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCommon European Framework (CEF)en_US
dc.subjectEuropean Language Portfolio (ELP)en_US
dc.subjectInternet Linksen_US
dc.titlePreparing for the European Language Portfolio: Internet connectionsen_US
dc.typeArticleen_US

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