Berodia Herrero, Miriam
Borrego Fregeneda, Almudena
Caiña Gutiérrez, Carlota
Cos Rodríguez, Raquel de
WHAT’S THE EUROPEAN
It is a document in which those who are learning or have learned a
language, they can keep their language learning and cultural experiences.
-Language passport, language biography and a dossier.
This Portfolio is exclusively owned by the person who is learning a
It is a tool that accompany the process of language learning throughout life
and may serve to substantiate and document their learning of language.
This portfolio is issued by an authorized institution and in schools.
It is aimed at all ages, from 3 years
To encourage everyone
to learn other languages
To improve language
learning and the ability
To facilitate mobility in
tolerance about other
languages and through
contact with other
To be aware of the level
at which we are about a
language and be clear
about our objectives
1. Facilitate mobility in Europe through certifications clear,
recognizable and comparable
2. Emphasize the importance of multilingualism and
multiculturalism, as well as contribute to mutual understanding in
3. Encourage language learning
4. Promote learning autonomy and the ability to self learning.
5. Describe and evaluate one's own linguistic competence
6. Document and reflect on language learning in and outside the
education system, as well as intercultural experiences
7. Identify and organize own learning objectives
8. Report their competence in different languages
9. Develop an approach to language teaching based on common
PARTS OF THE EUROPEAN
The Language portfolio
• it provides an overview of the
ability of a person in different
languages that he/she can speak
• the person describe his/her
experiences in each of the
languages that he/ she can
• it contains examples of personal
work to illustrate the capabilities
and language skills
Describe and assess their proficiency levels
relative to the Council of Europe Common.
Document and reflect on their language learning
in and outside the education system as well as
their cultural experiences.
Determine their own goals and organize
their future learning.
Report of their competence in different
Creates more work for the
Lack of self-evaluation samples.
Class time is used in the PEL
rather than in more useful
Complex and cumbersome
In classes, with mixed abilities,
not all students work at the same
The exercises are somewhat
Students tend to overestimate.
The self-assessment method is
There are problems to establish a
relationship between work with
the ELP and the program of the
subject of language.
It is not easy to stand on their
all the visits
pictures, you must
create an itinerary
that explains the
journey that Helena
has made in her