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Use Elp To Help Students To Learn English Well

By Author: peter
Total Articles: 191

During the following year (2004-2005), the participating teachers were assigned a number of portfolios which they could choose to use with a whole class or just with volunteer students. Two parallel ways of implementing the ELP were thus established: some teachers decided to use the ELP with their whole classes, whereas others decided to look for volunteer students and organize tutorial sessions to help them get through their portfolios. The volunteer students were selected after a whole-school presentation about the main features and objectives of the ELP, after which the portfolios were issued to the students. They were also given a schedule Juicy Couture Sale with partial assignments and dates for the follow-up sessions. Basically, each of these tutorial support sessions was devoted to one of the E L P's sections (Passport, Language Biography, and Dossier) and was designed as a forum where the students could share their questions, difficulties, and opinions with their fellow students and the teacher-tutor.

The teachers who decided to use it with their own groups of students chose a variety of approaches to better introduce the portfolio's principles and objectives in their classes: some handed an ELP to all their students, whereas others preferred to use a gradual approach and to keep their portfolios for volunteer students after having used a portfolio-related pedagogy with the whole class during the first half of the academic year. This second group produced a number of class activities following the example of the preparatory year, all of which can be downloaded from the web-based resource centre. Two types of data were collected at the end of the second year: student questionnaires and teacher questionnaires. The student questionnaire administered was based on the Council of Europe official questionnaire, as adapted by the Spanish Ministry of Education. It consisted of six yes/no questions as well as three open-ended questions about the pros and cons of the EL P. A total of 98 students (some studying more than one language) answered the questionnaire with 81 questionnaires returned for English, 38 for French, 24 for German, and 20 for Italian. Their self-assessed level of competence ranged from C E F levels Ai (12), A2 (14), Bi (49), andB2 (26) to Ci (34) and C2 (9). Approximately half the questionnaires came from the volunteer students taking part in the tutorial sessions, and the other half from the students who had been issued their portfolios in Juicy Couture Jewelry class, although some students benefited from a double exposure to the ELP. The results are shown in Table 3.

As this table shows, most of the responses were extremely positive. A majority of the students felt that the ELP helped them to show what they could do in other languages (87 per cent) and that therefore all the students should be encouraged to have their own ELP (86 per cent). They were also happy to take responsibility for their own language learning process (79 per cent) and found that the time devoted in class for the ELP had been useful (63 per cent, with only 5 per cent negative responses. It is important to remember that many students worked with the ELP only outside the class).

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