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LEMOIZKO ESKOLA
015336aa@hezkuntza.net
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J Õublished in 1996 as part of a Õroject called
¶Language Learning for European Citizenship·
J Two main aims:
J Improve mutual communication among Europeans.
J Improve multicultural understanding.
J Basis to Language Learning and Teaching.
J Settles different reference levels
J Focused on the skills the learners should need in
order to use a language effectively as a tool for
communication within the context they are.
J Recognition of qualification and certification
systems.
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J ray of developing the European Common
Framework :
J Developed by each country.
J Must be validated by the European Commission.
J As a basis, The ALTE (Association of Language
Testers in Europe) "Can
"Can Do"
Do" project developed a
simplified set of 400+ descriptors for language
examinations which relate to the Common
Reference Levels.
J It·s aimed for all the Citizens in Europe from
childhood to adult.
J Different portfolios for different ages
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J Õroperty of the pupil
J Three parts:
J Biography ²
J Relates to your previous language experiences.
J Fosters multiculturalism.
J Õassport
J Relates to the levels you have qualified for.
J Dossier
J Record of you best work pieces

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Two main aims:

a) to motivate learners
b) to document its holder's multilingual language
proficiency and experiences in other languages in a
comprehensive, informative, transparent and reliable
way and internationally comparable manner.

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A) THE ÕEDAGOGIC FUNCTION
J Enhance motivation
J Improve their ability to communicative in different
languages
- to learn additional languages
- to seek new intercultural experiences
J Incite and help learners to
J reflect their objectives, ways of learning and success
in language learning by:
J planning their learning
J learning autonomously
J Encourage learners to enhance their multilingual and
intercultural experience.

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2007-- 2008 SCHOOLYEAR
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J ELÕ ÕASSÕORT
J ELÕ BIOGRAÕHY
J ELÕ DOSSIER


 
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ELÕ ÕASSÕORT
ELÕ BIOGRAÕHY AND DOSSIER

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J ery young school that have had to start from
scratch.
J re change 50 % of our staff every year.
J re thought it was a good way to foster discussion
and decision ²making on languages.
J re still have to develop our own curriculum, so we
need hooks that support teacher·s training on a wide
number of matters.
J Two years ago, it was clear enough that we had to
change our point of view about competences towards
a ¶can do· approach.
J It helps to show a coherent approach to newcomers,
both teachers and kids.
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J Õortfolio helps us to work with the kids on two different
aspects:

J INTERCULTURALITY: Goals:
J Each child to be able to understand and appreciate
her own and others· cultural backgrounds.

J SELF-
SELF- ASSESSMENT: Goals
J Help each child to be aware about own linguistic
abilities and difficulties.
J Learning autonomy: Help each child to get (and to
know it) the procedures they need to carry out a task
successfully.
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J rARMING UÕ
FAMILIES.
J General Assembly to present and explain the project.
J File as a reminder about our expectations and the kind
of support they can give.
CHILDREN
J ¶Nork ekartzen ditu jostailuak?·
jostailuak?·

J ÕROCESS
FAMILIES
J Gure inguruko koloretako ipuinak
J Help with the portfolio (e.g. stickers)
J Support and help for ¶Gure
¶Gure Munduko Txokoa ¶ activity.

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„HILDREN
J ¶Gure munduko Txokoa· to foster language awareness and
multiculturalism.
J ¶Ikusi
Ikusi-- Makusi· to focus on different learning activities
and/ or everyday/ classroom routines, and promote
reflection and discussion about learning process.
J ¶Nire lan hoberenak· to think and explain to others about
what I have achieved and the difficulties in the process.
TEA„HERS
J ¶Working with descriptors·
descriptors· multi layered activity which
takes different directions
J „

lat th dsc
ipt
s with th sa
sam s f
 all
lvls.
J M
Mak iivil
g
p bs
vti  tbls
lt t
 sc
ipt
/ sitti .
J Li th sc
ipt
s with sssst c
it
i i th
Nw „

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FOR LEARNERS:

J Motivation about family languages and family history

J Motivation about caring about others· cultural
backgrounds.
J Good tool to start thinking about owns learning
process.
J Student autonomy.
J Motivation about language learning.
J Makes sense (at last?) about what they learn in
different languages. HTB

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FOR TEA„HERS:

J Framework to all the work you carry out within your

classroom.
J Õromotes real common reflection and change among
the staff.
J „hance to put the New „urriculum into practice and to
start thinking together about a ¶can do· approach.
J „hance to think about language teaching from an
integrated approach.
J „hance to revisit all the activities in the curriculum
(and not only the linguistic ones)
ones) carried out in any
classroom under a different point of view.

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J It needs common agreement among whole staff.
J Should be implemented along all „ompulsory
Education.
J May be a bit time consuming at infant education

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