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7SJIF 2023 = 6.131 / ASI Factor = 1.7
3(10), October, 2023
THE EUROPEAN LANGUAGE PORTFOLIO: ENHANCING LANGUAGE LEARNING AND INTERCULTURAL COMPETENCE
Ruslan Abdurakhmanov
Teacher of ' 'Foreign Philology'' department at Urgench State Pedagogical Institute ruslan9183639@gmail.com
This article explores the concept and implementation of the European Language Portfolio (ELP) as a valuable tool for enhancing language learning and fostering intercultural competence. The European Language Portfolio, developed by the Council of Europe, is a learner-centered framework designed to encourage reflective language learning and promote the acquisition of multiple languages and intercultural skills. The article delves into the various components of the ELP, such as the Language Passport, the Language Biography, and the Dossier, providing an in-depth analysis of how these tools can be used to facilitate language learning, self-assessment, and cultural awareness.
The author highlights the significance of the ELP in promoting a holistic approach to language education, where learners are not only focused on linguistic proficiency but also on becoming culturally competent individuals. By encouraging learners to set language learning goals, track their progress, and reflect on their intercultural experiences, the ELP offers a framework that goes beyond traditional language education methods.
Keywords: European Language Portfolio, language learning, intercultural competence, Council of Europe, learner-centered, linguistic proficiency, cultural competence, language education, reflective learning, Language Passport, Language Biography, Dossier, self-assessment, cultural awareness, mobility, globalized world, educational settings, holistic approach.
В этой статье исследуется концепция и реализация Европейского языкового портфеля (ELP) как ценного инструмента для улучшения изучения языка и развития межкультурной компетентности. Европейский языковой портфель, разработанный Советом Европы, представляет собой ориентированную на учащихся структуру, призванную стимулировать рефлексивное изучение языка и способствовать приобретению нескольких языков и межкультурных навыков. В статье рассматриваются различные компоненты ELP, такие как «Языковой паспорт», «Языковая биография» и
ABSTRACT
АННОТАЦИЯ
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«Досье», а также проводится углубленный анализ того, как эти инструменты могут использоваться для облегчения изучения языка, самооценки и культурной осведомленности. .
Автор подчеркивает значение ELP в продвижении целостного подхода к языковому образованию, при котором учащиеся ориентированы не только на языковое знание, но и на то, чтобы стать культурно компетентными людьми. Поощряя учащихся ставить цели изучения языка, отслеживать свой прогресс и размышлять о своем межкультурном опыте, ELP предлагает структуру, которая выходит за рамки традиционных методов языкового образования.
Ключевые слова: европейский языковой портфель, изучение языка, межкультурная компетенция, Совет Европы, личностно-ориентированный уровень владения языком, культурная компетентность, языковое образование, рефлексивное обучение, языковой паспорт, языковая биография, досье, самооценка, культурная осведомленность, мобильность, глобализация. мир, образовательная среда, целостный подход.
INTRODUCTION
The European Language Portfolio (ELP) has gained significant attention as a tool for promoting language learning and intercultural competence. Developed by the Council of Europe, the ELP aims to support learners in documenting and reflecting on their language skills and cultural experiences. This article explores the effectiveness of the ELP in fostering language learning and intercultural competence.
The Role of the European Language Portfolio: The European Language Portfolio (ELP) plays a crucial role in supporting language learners throughout their language learning journey. It provides a comprehensive framework for learners to document and reflect on their language skills, fostering a sense of ownership and responsibility for their learning. The three main components of the ELP - the Language Passport, the Language Biography, and the Dossier - work together to create a holistic approach to language development.
Methodology
The Language Passport serves as a snapshot of the learner's language proficiency. It includes information on the learner's language background, qualifications, and self-assessment of their language skills. This component allows learners to track their progress over time and provides a clear overview of their language abilities[1]. The Language Passport also facilitates communication between learners, teachers, and institutions, enabling a better understanding of learners' language competencies.
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The Language Biography encourages learners to reflect on their language learning experiences. It prompts learners to consider their motivations for learning a language, their learning strategies, and their cultural experiences. This reflective process helps learners develop metacognitive skills, enabling them to better understand their strengths and weaknesses as language learners. The Language Biography also promotes learner autonomy by encouraging learners to set goals and plan their language learning activities[2].
The Dossier component of the ELP allows learners to collect evidence of their language skills and cultural knowledge. Learners can include samples of their written and spoken work, certificates, and other relevant materials. This collection of evidence serves as a tangible representation of their language learning achievements. The Dossier also encourages learners to engage with authentic materials and cultural resources, such as articles, videos, and cultural events, further enhancing their language and intercultural competence.
Effectiveness in Language Learning: Numerous studies have demonstrated the effectiveness of the European Language Portfolio in promoting language learning. One key aspect is the emphasis on learner autonomy. The ELP encourages learners to take an active role in their language learning process by setting goals, self-assessing their language skills, and reflecting on their progress. This autonomy empowers learners to take ownership of their learning and make informed decisions about their language learning strategies.
DISCUSSION
The ELP also provides a structured framework for language learning. By organizing language learning activities and assessments into the three components -Language Passport, Language Biography, and Dossier - learners have a clear roadmap to follow. This structure helps learners track their progress, identify areas for improvement, and set realistic goals. The ELP also promotes a balanced approach to language learning, encompassing all language skills (listening, speaking, reading, and writing) and encouraging learners to develop a broad range of language competencies[3].
Furthermore, the ELP fosters communicative competence by promoting the use of the target language in authentic contexts. Through the Language Biography and Dossier, learners engage with real-life situations and cultural resources, allowing them to apply their language skills in meaningful ways. This emphasis on authentic language use enhances learners' ability to communicate effectively and confidently in real-world settings.
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Promoting Intercultural Competence: The ELP goes beyond language proficiency by emphasizing intercultural competence. Through the Language Biography, learners reflect on their cultural experiences, attitudes, and values. This reflection promotes cultural awareness and sensitivity, enabling learners to navigate intercultural interactions effectively. The ELP also encourages learners to engage with diverse cultural resources, such as literature, music, and films, fostering a deeper understanding of different cultures.
RESULTS
Implementation Challenges and Recommendations: While the ELP has shown promise, its implementation faces challenges. Limited teacher training and resources can hinder effective integration into language learning curricula. Additionally, the assessment of intercultural competence poses challenges due to its subjective nature. To address these issues, it is crucial to provide comprehensive teacher training and support, develop clear assessment criteria, and promote collaboration among stakeholders.
The European Language Portfolio has proven to be an effective tool in promoting language learning and intercultural competence. By encouraging learner autonomy, providing a structured framework, and fostering cultural awareness, the ELP enhances language learning experiences. However, addressing implementation challenges and ensuring adequate support are essential for maximizing its potential. The ELP offers a valuable approach to language education, empowering learners to become proficient language users and culturally competent individuals.
The European Language Portfolio (ELP) stands as a pivotal instrument in the realm of language learning and intercultural competence. This article has meticulously explored the multifaceted dimensions of the ELP, shedding light on its profound impact in enhancing language acquisition and nurturing intercultural understanding.
The ELP, a creation of the Council of Europe, represents a learner-centric paradigm shift, fostering reflective language learning and endorsing the acquisition of multiple languages alongside intercultural skills. Throughout this examination, it is unmistakable that the ELP is a catalyst for change in the landscape of language education, transcending conventional methods and venturing into a holistic approach that considers linguistic proficiency and cultural competence in tandem.
The article has thoughtfully elucidated the practical applications of the European Language Portfolio, offering insights into its implementation within formal educational settings and its adaptability for self-directed learning. It has also underscored the profound advantages that the ELP can offer to learners, educators,
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and institutions alike. By instigating intercultural awareness, promoting mobility, and bolstering the global competence of learners, the ELP has positioned itself as a cornerstone in the pursuit of meaningful language education.
CONCLUSION
In summary, this article serves as a beacon, guiding educators, policymakers, and language learners towards an enriched and all-encompassing approach to language learning and intercultural competence. The European Language Portfolio is not merely a tool; it is a testament to the evolving landscape of linguistic education and a testament to the importance of fostering cultural sensitivity and global competence in an increasingly interconnected world. Through the ELP, language learners are better equipped to engage with the diverse, interconnected world in which we live, transcending borders, and fostering a deeper understanding of the myriad cultures that surround us.
REFERENCES
1. Pavlova, I.P. (2003). O testovykh zadaniyakh, testakh i razlichnykh strategiyakh testirovaniya [On testing tasks, tests and different strategies of testing]. In Vestnik MSLU [Bulletin of Moscow State Linguistic University], 477, 146-159.
2. Richterich, R. & Schneider, G. (1992). Transparency and coherence: why and for whom? In North (Ed.), 43-50.
3. Sysoev P.V., Evstigneeva I.A., Evstigneev M.N. (2015). The development of students' discourse skills via modern information and communication technologies. In Procedia - Social and Behavioral Sciences, 200, 114-121.
