The document summarizes the experiences of a school in Spain, San Viator Ikastetxea, with implementing the European Language Portfolio (ELP). It discusses introducing the ELP to help standardize language assessments across Europe. Teachers received training on the ELP and it was introduced to students in stages, starting with older students. Both students and teachers found benefits in student self-assessment and motivation, but challenges remained in coordinating among teachers and mapping activities to ELP descriptors. The school aims to continue expanding use of the ELP to more grades and improve implementation over time.

1. ELP in a Content Based Situation San Viator Ikastetxea (Gasteiz) Starting Points and Objectives : - To modify the processes of language teaching and language learning. To determine the students’ language level, in accordance with the European Reference Frame. So that all Europeans have the same standard to work with. To help teachers deal with the “Integrative Language Treatment”. - To motivate Students to work towards achieving in multiculturalism and multilingualism.

2. SAN VIATOR Semi-private parochial school Established in Vitoria-Gasteiz (Basque Country) 104 years ago. In a Spanish-speaking environment. Offering Nursery, Primary and Secondary school education (ages 3 to 18) 1250 students and 73 teachers. At nursery school level and in the first cycle of primary school only the B linguistic option is offered. In the 2nd and 3rd cycle of Primary and Secondary school the A and B linguistic options are both offered. A multilingual programme has been implemented at nursery school level, Primary school level, and in the 1st cycle of Secondary school.

3. GROUPS TAKING PART IN THE ELP EXPERIENCE 1 st year of ESO: 3 groups, total of 90 pupils . 2nd year of ESO: 1 group, total of 27 pupils. B linguistic option Even though 13% of the parents can speak Basque, all of them speak Spanish at home. At 3 they started learning Basque at school. At 4 they started learning English at school At 12 some of them took German as an optional subject and some French.

4. STEPS TAKEN IN ORDER TO INTRODUCE ELP First contact with the ELP at the 28th Annual Convention of TESOL in Seville. Presentation of the project to the Board of Directors and the teachers. Call the “Berritzegune” (Teachers Help Center from Vitoria-Gasteiz) asking for information. Presentation of the project to all the Secondary school level teachers of languages by the Berritzegune expert. Analysis carried out by teachers and decision to take part in the project based on: - Motivation - Self motivation - Descriptors - Same leveling of languages. Support of the European Council.

5. TEACHER TRAINING TRAINING Presentation for all the language teachers from the “Berritzegune” expert. During the first three months; a one hour, weekly meeting with the ESO 1st year teachers and a monthly meeting with the ESO 2nd year teachers. An end-of-term meeting with the other Schools participating in the experience.

6. 1 st ESO ACTIVITIES ACTIVITIES TIMES Passport: - Profile , experiences , Certificates and Diplomas Biography: Fan ... - Descriptors - What do I do out of class , What helped me learn. - Plans for the future Dossier: Their best projects , Example We work for an hour every week We chose the Portfolio in Basque and therefore we do it in that lesson In 1st ESO we only name the descriptors and levels.

7. 2 nd ESO ACTIVITIES Passport: - Profile , experiences , Certificates and diplomas Biography: - Descriptors : Spanish: Reading English: Listening Basque: Speaking, Speaking interaction French: Writing German: Writing Arts and Crafts: Speaking , Film , I , II Social Science: Reading - What do I do out of class Dossier: Their best projects

8. DIFFICULTIES FOUND Most activities are not related to the descriptors. Some descriptors are difficult to measure as no activities are found in the textbooks which work them. Some descriptors are difficult to simplify and so to work. As most activities are done in the Basque Language periods. The programme has to be looked at (times and Every year more classes are added, so more teachers are needed. The more teachers there are the more difficult it is to coordinate .

9. STUDENTS’ OPINIONS POSITIVE ASPECTS NEGATIVE ASPECTS It is Motivational. It promotes respect for all languages and cultures. It is useful in Europe. It gives pupils the opportunity to speak in class about their language, and helps pupils to know their level in different languages. Difficulty of self-assessment. Understanding some of the descriptors. Keeping their folders for six years.

10. TEACHERS´ OPINION POSITIVE ASPECTS NEGATIVE ASPECTS It motivates Students to work towards achieving multiculturalism and multilingualism. It allows self-assessment in the 5 skills. It involves the Students in the learning process. It has the benefit of Europe’s endorsement and guidance. It provides the same reference level in all the fields. The difficulty of coordinating all the language teachers. Finding activities through which all the descriptors can be worked. Keeping the folder for 6 years

11. CONCLUSIONS We all find the experience very positive. All the programmes have to be revised to include the portfolio in them. We chose the electronic portfolio for the coming groups. We find the “Berritzegune” guidance essential. All the steps must be taken gradually.

12. LOOKING TOWARDS THE FUTURE Every year one more year group of pupils will be added to the project. We experiment with the first group, evaluate the findings, and the following year apply them to the three groups. Language teachers must be trained and involved. Presentation of the project to Primary school level language teachers Insertion of the project into the programmes helping the “Language Common Treatment”. Choosing activities and descriptors for each grade of ESO and Bachiller.

13. Pasaportea

15. Hizkuntza eta kulturekiko esperientziak

17. Abanikoa

29. name class date What I did in this task: How true are these? Ring round the best number (4= true, 3 = more or less true, 2 = partly true , 1 = not true) I managed to say what I wanted 4 3 2 1 I understood the others 4 3 2 1 I managed to ‘keep the talk going’ 4 3 2 1 I knew how to pronounce words 4 3 2 1 I knew enough words & phrases 4 3 2 1 I knew enough grammar 4 3 2 1 I managed not to mix languages 4 3 2 1 I liked doing this 4 3 2 1 Things I managed to do well: Examples of words or phrases I learnt: Things I still need to work on: This is an example of can-do number level