European portfolio in english

2015-1-ES01-KA219-015927_1 THE EUROSCHOOL REPORTERS
Evaluation of the Portfolio
Language skills
GREECE FEBRUARY 2016

*COMMUNICATION CAPABILITY IN ENGLISH
AND OTHER LANGUAGES
*INTRODUCTION
* The target groups of the evaluation were:
7 TEACERS who worked on the Transnational Meeting.
8 TEACERS who worked on the Teaching/ Learning activity.
7 PUPILS who worked on the Learning activity.

*INTRODUCTION - OBJECTIVES
One of the main goals for the creation of the newspaper addressed to teachers
and pupils, from the beginning was the improvement of the communication
language of the program, which was English.
Through this, teachers and pupils would promote:
*Better communication between them in order to implement the
program’s activities and achieve its goals.
* Greater understanding of the problems that might arise.
*A sense of ease in a more friendly environment.
*A higher level of collaboration between them to complete the program.
*A creation of strong ties during and after the end of the program.
*A sense of belonging in a team working together as an integral part of a
wider European whole.

*INTRODUCTION
*The evaluation was carried out GOOGLE FORMS which was addressed to the
teachers participating in the transnational meetings as well as to the pupils
who took part in the creation the first edition of News Bubbles (visitors and
Greeks).
*The Portfolio completed after the end of the meeting in Greece was the 1st of
the 4. From the 2nd Portfolio onwards it was differentiated as it is
understandable because:
* the requirements in relation to both English as a language of communication and the
other languages of the representing schools gradually increased,
* the preparation of the teachers and pupils improved gradually and was proportionate
to the needs that arose during the activities and the transnational meetings,
* the students dealt with a richer vocabulary through the "Vocabulary Booklets", which
were mainly in English, but also in reference to the other languages of the countries they
represented.
It is worth noting that the meeting in Greece was the first to be held under the program and was
basically the first acquaintance of the teachers and pupils with each other. Also, at this meeting, the
program and its requirements were clarified, in order to proceed to the publication of the 1st issue of
the newspaper.

* PORTFOLIO OF THE ENGLISH LANGUAGE
1/35. Students and Teachers
The euro-school reporters ”2015-1-ES01-KA219-015927_1

4/35. The new and interesting things I noticed when traveling
or staying in other countries. Country i visit:
I have been to Paris and to Switzerland. I noticed their culture, their language
and their different habits.
I have been to England, to France , to Italy and to Belgium. I have noticed the
different civilization, culture, language, food and monuments.
England
ITALY
NOWHERE
I went to Spain, Illescas, Madrid Toledo. Great city! I met new people, i learned
the way of their living, thinking, reacting.
The monuments, the culture, the way of life , the educational system.

5/35. Language i speak mostly while traveling:

6/35. Reasons to travel

7/35. What was the aim of this specific visit?

8/35. What language did you speak?

9/35. Cultural differences I experienced in Greece:
their language and their different habits
I have noticed the different civilization, culture, language, food and
monuments
different food and culture
As i noticed, we don't have so many differences with Spanish people. The
view that impressed me is that, they keep the cities very clean! At the same
time, they preserve them like they were in the 19th century!

ANALYSIS
As far as the 1st Part of the Portfolio of Foreign Languages is concerned, it is important
to note that:
* A total of 16 responses were received from the teachers and pupils involved.
*20% were Greeks, 20% were Slovaks, 30% were Spanish and 30% were
Lithuanians.
*75% of the respondents were educators and 25% were students.
In relation to the places visited by respondents and their interest in traveling to other
countries (4/35), they replied that:
They had visited many countries like France, Switzerland, Belgium, Italy, England,
Spain, and the elements that impressed them were: the difference in the culture of
the various countries, the history and the arts, the different way of life in general, the
food, the monuments , the Language, the different educational systems.
*The language they spoke during their voyages (5/35) was:
*70% English, 10% French, 10% Italian, 10% German.

The reasons why the respondents were traveling (6/35) were:
*50% vacationing,
*20% working,
*15% staying with friends or family,
*15% studying.
* The aim of this specific visit to Greece (7/35) was:
*75% working on the creation of the 1st issue of our newspaper.
*25% studying and creating the 1st issue of our newspaper.
* The language that was spoken during the visit in Greece (8/35), was:
*100% ENGLISH.
* The cultural differences that the responders experienced in Greece (9/35), were:
* The language and different daily habits.
* The different civilization, the culture, the food, the monuments.
* The sense of the cleanliness of the cities and the preservation of them, which
brought to their mind the 19th century.

10/35. A1
29%
71%
43%
57%
36%
64%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Before After
Can understand and use familiar
everyday expressions and very basic
phrases aimed at the satisfaction of
needs of a concrete type
Can introduce him/herself and others
and can ask and answer questions
about personal details such as where
he/she lives, people he/she knows
and things he/she has.
Can interact in a simple way provided
the other person talks slowly and
clearly and prepared to help.

11/35. A1a
Before
29%
After
71%
A1: [Can understand and use familiar everyday expressions and very
basic phrases aimed at the satisfaction of needs of a concrete type]

12/35. A1b
Before
43%
After
57%
A1: [Can introduce him/herself and others and can ask and answer
questions about personal details such as where he/she lives, people
he/she knows and things he/she has.]

13/35. A1c
Before
36%
After
64%
A1: [Can interact in a simple way provided the other person
talks slowly and clearly and prepared to help.]

ANALYSIS
*In the 2nd part of the Portfolio, the respondents were asked to give their opinion
on the feeling they had about the improvement in the usage of the English
language BEFORE and AFTER the 1st transnational meeting in Greece.
*The results were:
*Α'1 (10/35 – 13/35):
* Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfactions of needs on a concrete type.
BEFORE: 29% - AFTER: 71%.
* Can introduce themselves and can ask and answer questions about personal
details such as where they live, people they know and things they have.
BEFORE : 43% - AFTER: 57%.

ANALYSIS
*Α'1 (10/35 – 13/35):
* Can interact in a simple way provided the other person talks slowly
and clearly and prepared to help.
BEFORE: 36% - AFTER: 64%.

14/35. A2
50% 50%
36%
64%
29%
71%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Before After
Can understand sentences and frequently
used expressions related to areas of most
immediate relevance (e.g. very basic
personal and family information, shopping,
local geography, employment).
Can communicate in simple and routine
tasksrequiring a simple and direct exchange
of information on familiar and
routinematters
Can describe in simple terms aspects of
his/herbackground, immediate environment
and matters in areas of immediate need

15/35. A2a
Before
50%
After
50%
A2: [Can understand sentences and frequently used expressions related
to areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment).]

16/35. A2b
Before
36%
After
64%
A2: [Can communicate in simple and routine tasksrequiring a simple and
direct exchange of information on familiar and routinematters]

17/35. A2c
Before
29%
After
71%
A2: [Can describe in simple terms aspects of his/herbackground,
immediate environment and matters in areas of immediate need]

ANALYSIS
*Α‘2 (14/35 – 17/35):
* • Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography, employment).
* BEFORE: 50% - AFTER: 50%.
* • Can communicate in simple and routine tasks requiring a simple and direct exchange
of information on familiar and routine matters.
* • Can describe in simple terms aspects of their background, immediate environment
and matters in areas of immediate need.

18/35. B1
43%
57%
42%
58%
43%
57%
43%
57%
0%
10%
20%
30%
40%
50%
60%
70%
Before After
B1: [Can understand the main points of clear
standard input on familiar matters regularly
encountered in work, school, leisure, etc.]
B1: [Can deal with most situations likely to
arise while travelling in an area where the
language is spoken]
B1: [Can produce simple connected text on
topics that are familiar or of personal
interest.]
B1: [Can describe experiences and events,
dreams,hopes and ambitions and briefly give
reasons and explanations for opinions
andplans]

19/35. B1a
Before
43%
After
57%
B1: [Can understand the main points of clear standard input on
familiar matters regularly encountered in work, school, leisure, etc.]

20/35. B1b
Before
42%
After
58%
B1: [Can deal with most situations likely to arise while travelling in an
area where the language is spoken]

21/35. B1c
Before
43%
After
57%
B1: [Can produce simple connected text on topics that are familiar or of
personal interest.]

22/35. B1d
Before
43%
After
57%
B1: [Can describe experiences and events, dreams, hopes and ambitions
and briefly give reasons and explanations for opinions and plans]

ANALYSIS
* Β‘1 (18/35 – 22/35):
* Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc.
* Can deal with most situations likely to arise while travelling in an area where the
language is spoken.
* Can produce simple connected text on topics that are familiar or of personal interest.
* Can describe experiences and events, dreams, hopes and ambitions and briefly give
reasons and explanations for opinions and plans.

23/35. B2
21%
79%
50% 50%
36%
64%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Before After
Can understand the main ideas of
complex text on both concrete and
abstract topics, including technical
discussions in his/her field of
specialization.
Can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers quite
possible without strain for either party.
Can produce clear, detailed text on a
wide range of subjects and explain a
viewpoint on a topical issue giving the
advantages and disadvantages of various
options.

24/35. B2a
Before
21%
After
79%
B2: [Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialization.]

25/35. B2b
Before
50%
After
50%
B2: [Can interact with a degree of fluency and spontaneity that makes
regular interaction with native speakers quite possible without strain for
either party.]

26/35. B2c
Before
36%
After
64%
B2: [Can produce clear, detailed text on a wide range of subjects and
explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.]

ANALYSIS
* Β‘2 (23/35 – 26/35):
* Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialization.
* Can interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party.
* Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of
various options.

27/35. C1
43%
57%
29%
71%
29%
71%
21%
79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Before After
Can understand a wide range of
demanding, longer texts, and recognize
implicit meaning.
Can express ideas fluently and
spontaneouslywithout much obvious
searching for expressions.
Can use language flexibly and effectively
for social, academic and professional
purposes.
Can produce clear, well-structured,
detailedtext on complex subjects, showing
controlled use of organizational
patterns,connectors and cohesive devices.

28/35. C1a
Before
43%
After
57%
C1: [Can understand a wide range of demanding, longer texts, and
recognize implicit meaning.]

29/35. C1b
Before
29%
After
71%
C1: [Can express ideas fluently and spontaneouslywithout much obvious
searching for expressions.]

30/35. C1c
Before
29%
After
71%
C1: [Can use language flexibly and effectively for social, academic and
professional purposes.]

31/35. C1d
Before
21%
After
79%
C1: [Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns, connectors
and cohesive devices.]

ANALYSIS
*C‘1 (27/35 – 31/35):
*Can understand a wide range of demanding, longer texts, and
recognize implicit meaning.
*BEFORE: 43% - AFTER: 57%.
*Can express ideas fluently and spontaneously without much obvious
searching for expressions.
*Can use language flexibly and effectively for social, academic and
professional purposes.

*C‘1 (27/35 – 31/35):
*• Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns,
connectors and cohesive devices.

32/35. C2
43%
57%
29%
71%
29%
71%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Before After
Can understand with ease virtually
everything heard or read.
Can summarize information from different
spoken and written sources,
reconstructing arguments and accounts in
a coherent presentation.
Can express him/herself spontaneously,
very fluently and precisely, differentiating
finer shades of meaning even in the most
complex situations.

33/35. C2a
Before
43%
After
57%
C2: [Can understand with ease virtually everything heard or read.]

34/35. C2b
Before
29%
After
71%
C2: [Can summarize information from different spoken and written
sources, reconstructing arguments and accounts in a coherent
presentation.]

35/35. C2c
Before
29%
After
71%
C2: [Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in the most complex
situations.]

ANALYSIS
*C‘2 (32/35 – 35/35):
*Can understand with ease virtually everything heard or read.
*Can summarize information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
*Can express themselves spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in the most complex
situations.

*CONCLUSIONS
*The people who were hosted in Greece during the 1st Transnational Meeting
were 3 teams of 11 teachers and 7 pupils from Spain, Lithuania and Slovakia.
*The traveling experience of the individuals who took part on the meeting was
substantial as they had visited Greece, as well as several other countries in the
past.
* The purpose of their trips was mainly holidays (65%) and work (35%), while the
purpose of their voyage to Greece was to work (100%) for the creation of the 1st
issue of our newspaper.
*The language of communication during their voyages was mostly
English (70%), while the language of communication in Greece was
100% English.
*The elements that interested them both on their other trips as well as
in Greece were common and they had to do with the language, the
culture, the monuments, the daily habits, the food.

*CONCLUSIONS
*During their stay in Greece and their participation in transnational meetings
and learning activities and afterwards, our visitors, using English as a
language of communication:
*Α1
* They understood and used familiar everyday expressions and very basic
phrases 42% better.
*were able to introduce themselves and others and were able to ask and
answer questions about their personal details 14% better.
*were able to interact in a simple way 28% better.

*CONCLUSIONS
*Α2
*They were able to understand sentences and frequently used expressions
related to very basic personal and family information, markets, local
geography, employment at an equal percentage before and after the visit.
*were able to communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar and routine matters 28%
better.
*were able to describe in simple terms aspects of their background,
immediate environment and matters in areas of immediate need 42%
better.

*CONCLUSIONS
*Β1
*They were able to understand the main points of clear standard input on
familiar matters regularly encountered in work, school, leisure, etc. 14%
better.
*believe that they can deal with most situations likely to arise while
travelling in an area where the language is spoken 16% better.
*were able to produce simple connected text on topics that are familiar or
of personal interest 14% better.
*were able to describe experiences and events, dreams, hopes and
ambitions and briefly give reasons and explanations for opinions and plans
14% better.

*CONCLUSIONS
*B2
*• They were able to understand the main ideas of complex texts on both
concrete and abstract topics, including technical discussions in their field of
specialization 42% better.
*• were able to interact with a degree of fluency and spontaneity that makes
regular interaction with native speakers quite possible without strain for either
party to an equal percentage, before and after the meeting.
*were able to produce clear, detailed texts on a wide range of subjects and
explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options 28% better.

*CONCLUSIONS
*C1
*They were able to understand a wide range of demanding, longer texts, and
recognize implicit meaning 14% better.
*were able to express ideas fluently and spontaneously without much obvious
searching for expressions 42% better.
*were able to use language flexibly and effectively for social, academic and
professional purposes 42% better.
*were able to produce clear, well-structured, detailed texts on complex
subjects, showing controlled use of organizational patterns, connectors and
cohesive devices 58% better.

*CONCLUSIONS
*C2
*They were able to understand with ease virtually everything heard or
read 14% better.
*were able to summarize information from different spoken and written
sources, reconstruct arguments and accounts in a coherent presentation
42% better.
*were able to express themselves spontaneously, very fluently and
precisely differentiating finer shades of meaning even in the most
complex of situations 42% better.

*CONCLUSIONS
Upon completing the evaluation of the Portfolio of the Communication Language
and the other spoken languages, it is clear that the objectives set forth initially
to improve the transversal activities of the participants were achieved with
complete success already since the 1st Transnational Meeting in Greece.
*The use of the English language throughout the program,
* the improvement of the communication between the participants
through the English language,
*the decision-making by the General Commission of the Program
(Coordinators) both during the transnational meeting in Greece as well as
in the planning of the next meetings,

*CONCLUSIONS
*the consistent implementation of the program activities,
*the contact with the different cultural elements of the four countries
and, at the same time, through the communication language, the
consolidation of a common level of understanding lead to a better
effectiveness of the program.
 ALL OF THE ABOVE…
…consolidated the creation of a strong foundation of cooperation on
which the development of the program was built which resulted in
strengthening the teaching/ working/ friendly/ family/ cultural ties within
the context of the European diversity!

European portfolio in english

Recommended

Recommended

More Related Content

Similar to European portfolio in english

Similar to European portfolio in english (20)

More from theeuroschoolreporters

More from theeuroschoolreporters (11)

Recently uploaded

Recently uploaded (20)

European portfolio in english