The Central role of the learner in   the 117.2010 eELP model                         Anne-Marie Barrault-Méthy            ...
Introduction- The CERFL has brought about tremendous changes in   educational systems- At micropolitical level (agents), t...
How has the central role of the learner been             acknowledged in this eELP?- 3 research questions:    1. How have ...
PlanIntroductionI - The theoretical grounding of the eELPII - A brief description of the 117.2010 eELP modelIII - The eELP...
I – The theoretical grounding of the 117.2010                   eELP model- Spolsky’s language management theory (2009)- L...
II – Description of this eELP            model
III – The eELP as a local instrument of plurilingualism
IV - Discussion- Implicit policy of pluralingualism at the law faculty- We believe that the distinction between implicit a...
Conclusion- The 117.2010 eELP model was conceived as a tool to empower   learners- Starting point: paper-based, accredited...
Thank you                             ContactsPhilippe Pomédio (technical manager): philippe.pomedio@u-bordeaux4.frAnne-Ma...
electronic European Language Portfolio Groningen CercleS Seminar Nov 2011
electronic European Language Portfolio Groningen CercleS Seminar Nov 2011
electronic European Language Portfolio Groningen CercleS Seminar Nov 2011
electronic European Language Portfolio Groningen CercleS Seminar Nov 2011
electronic European Language Portfolio Groningen CercleS Seminar Nov 2011
electronic European Language Portfolio Groningen CercleS Seminar Nov 2011
electronic European Language Portfolio Groningen CercleS Seminar Nov 2011
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electronic European Language Portfolio Groningen CercleS Seminar Nov 2011

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electronic European Language Portfolio Groningen CercleS Seminar Nov 2011

  1. 1. The Central role of the learner in the 117.2010 eELP model Anne-Marie Barrault-Méthy Université de Bordeaux EA 4140 LACES LILAMA project (www.lilama.org)
  2. 2. Introduction- The CERFL has brought about tremendous changes in educational systems- At micropolitical level (agents), the CEFRL and the ELP has transferred language management agency from teachers unto society at large- Symmetrical overhauls have taken place locally at Université Montesquieu-Bordeaux IV- As a consequence, the 117.2010 eELP model was developed
  3. 3. How has the central role of the learner been acknowledged in this eELP?- 3 research questions: 1. How have language policy recommendations been taken onboard this eELP? 2. How is the eELP the instrument of plurilingualism in a local context? 3. What are the lessons learnt?- eELP development was based on language management theory
  4. 4. PlanIntroductionI - The theoretical grounding of the eELPII - A brief description of the 117.2010 eELP modelIII - The eELP as the instrument of plurilingualism in a local contexta) a) The law faculty’s policy instruments of multilingualism: CLIL, mobility programmes, increasing the language offer, ELF, EIL, groups for social inclusiveness, making teaching efficient, certification, jurislinguistics and employability and ICT toolsb) b) The implicit policy of the law faculty is plurilingualism
  5. 5. I – The theoretical grounding of the 117.2010 eELP model- Spolsky’s language management theory (2009)- Language ecology (Ricento, 2000)- Recommendations as a major discursive form in language policing (Wodak, 2006)- Making the eELP as relevant as possible to the international, national and local contexts based on language policy recommendations analysis- The eELP was developed following the analysis of a corpus of recommendations from the Council of Europe, the European Union, the French ministry of higher education, the Aquitaine region and other stakeholders- Some of the work was carried out in the framework of the LILAMA project (www.lilama.org)
  6. 6. II – Description of this eELP model
  7. 7. III – The eELP as a local instrument of plurilingualism
  8. 8. IV - Discussion- Implicit policy of pluralingualism at the law faculty- We believe that the distinction between implicit and explicit language policies is powerful and promising
  9. 9. Conclusion- The 117.2010 eELP model was conceived as a tool to empower learners- Starting point: paper-based, accredited ELPs- Institutional backing grew along the years- The eELP has triggered much institutional overhaul- Not just a tool: a trickling policy
  10. 10. Thank you ContactsPhilippe Pomédio (technical manager): philippe.pomedio@u-bordeaux4.frAnne-Marie Barrault-Méthy (project manager): ammethy@u-bordeaux4.fr
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