The European Framework of Languages: A Piloting Sample of Cross‐curricular Strategy

Mansilla, Paloma Úbeda; Riejos, Ana María Roldán

doi:10.1080/03797720701840773

Cited by 3 publications

(3 citation statements)

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“…Rather, it is a set of activities designed to guide students toward becoming more autonomous learners. Just as it can be adapted to any foreign language curriculum, it could be adopted by other content areas as well (Mansilla & Riejos, ). The process of adapting the ELP to other content areas would not be overwhelming.…”

Section: Resultsmentioning

confidence: 99%

Fostering Self‐Regulated Learning Through the European Language Portfolio: An Embedded Mixed Methods Study

Ziegler

2014

The Modern Language Journal

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The European Language Portfolio (ELP) is an alternative assessment used in foreign language classes throughout Europe to support and record language learning. Directly linked to the Common European Framework of Reference for Languages (Council of Europe, 2001) proficiency guidelines, it is designed to achieve an ambitious dual goal: document students' skills and foster self-regulated learners. The question remains whether the ELP accomplishes its desired effect. To investigate it, the researcher employed an embedded mixed methods design in Saxony, Germany, comprising a total of 575 students in 28 classes with 19 teachers in 6 schools. In a preliminary two-group quasi-experimental phase, students using the ELP (n ¼ 318) reported higher mastery goal orientation, task value, academic self-efficacy, selfregulatory efficacy, and instructor evaluations. The ELP's effect increased with its frequency of use. Investigation into teachers' pedagogical beliefs revealed no statistical difference, strengthening the attribution of the results to ELP use. To reveal a more complete understanding of the ELP's effect, semistructured interviews investigating student and teacher perception of the ELP were conducted with a purposefully selected subgroup of participants using the ELP. Interviews included open-ended prompts designed to illustrate the quantitative results. This study provides strong empirical evidence supporting the claim that the ELP accomplishes its pedagogical purpose.

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Section: Resultsmentioning

confidence: 99%

Fostering Self‐Regulated Learning Through the European Language Portfolio: An Embedded Mixed Methods Study

Ziegler

2014

The Modern Language Journal

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“…In spite of all the research, scarce attention has been paid to the perspective of the university teacher (Kohonen & Westhoff, 2000; Little, 2005; Little & Perclová, 2003; Mansilla, 2007; Stoicheva, Hughes, & Speitz, 2009). Similarly, no empirical studies have been carried out on the eELP+14.…”

Section: Focus and Approachmentioning

confidence: 99%

“…A pesar de todo, escasa investigación se ha realizado desde la perspectiva del profesorado universitario (Kohonen y Westhoff, 2000; Little, 2005; Little y Perclová, 2003; Mansilla, 2007; Stoicheva, Hughes, y Speitz, 2009). Asimismo, no existe ningún estudio empírico acerca del ePEL+14.…”

Section: Experiencia Docente Universitaria Con El Portfolio Europeo D...unclassified

University teaching experience with the electronic European Language Portfolio: an innovation for the promotion of plurilingualism and interculturality / Experiencia docente universitaria con el Portfolio Europeo de Lenguas electrónico: una innovación para la promoción del plurilingüismo y la interculturalidad

López-Fernández

2014

Cultura y Educación

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ResumenEste artículo describe la experiencia docente de la introducción del Portfolio Europeo de las Lenguas electrónico español (ePEL+14) en la docencia universitaria de los Erasmus Intensive Language Courses (EILC) de la Red Vives de Universidades. Se pretende conocer la opinión de los docentes en una primera experimentación con estudiantes universitarios en relación con su aprendizaje de la lengua y cultura catalanas. Se ha realizado un estudio piloto siguiendo una metodología híbrida, con un diseño QUAN+qual, mediante dos cuestionarios ad hoc en línea (pretest-postest). La valoración global de la herramienta ha sido positiva en cuanto a los aspectos pedagógicos (reflexión y autoevaluación de la Biografía) e informativos (el perfil lingüístico del Pasaporte), aunque se han señalado dificultades resultado de la diferencia entre el tiempo de dedicación necesario para el alumnado y el tiempo del que disponía, así como la necesidad de introducir mejoras tecnológicas y lingüísticas. Por un lado, se reconoce el ePEL como una innovación educativa válida para el ámbito universitario actual, y por el otro, se considera que en el presente desempeña una influencia moderada en el aprendizaje de las lenguas y las culturas.Palabras clave: Percepción docente; Enseñanza de lengua y cultura; Portfolio Europeo de las Lenguas electrónico; Educación Superior; Plurilingüismo; Interculturalidad. University teaching experience with the electronic European Language Portfolio: an innovation for the promotion of plurilingualism and interculturality AbstractThis article describes the teaching experience gained from the introduction of the Spanish electronic European Language Portfolio (eELP+14) in the university teaching of the Erasmus Intensive Language Course (EILC) within the Vives Network of Universities. The aim was to seek the views of teachers during their first experimental work with undergraduates in relation to their learning of Catalan culture and language. A pilot study was carried out following a mixed methods methodology, with a QUAN+qual design, through two online ad hoc questionnaires (pretest-posttest). Overall, the tool has been assessed positively with regard to pedagogical aspects (reflection and self-evaluation of the Biography) and communication aspects (the linguistic profile of the Passport), although some difficulties have been highlighted concerning the time students need to dedicate to it and the amount of time they actually have, as well as the need to introduce technological and linguistic improvements. On the one hand, the eELP is recognised as an educational innovation which is entirely suitable for the current university context, and on the other hand, it is considered to have only a moderate influence in the learning of languages and cultures.

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Introducing alternative assessment into engineering language education at the Technical University of Madrid

McMahon

Escribano

Mansilla

2010

IEEE EDUCON 2010 Conference

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The European Framework of Languages: A Piloting Sample of Cross‐curricular Strategy

Cited by 3 publications

References 1 publication

Fostering Self‐Regulated Learning Through the European Language Portfolio: An Embedded Mixed Methods Study

Fostering Self‐Regulated Learning Through the European Language Portfolio: An Embedded Mixed Methods Study

Introducing alternative assessment into engineering language education at the Technical University of Madrid

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