A flexible approach to the use of the European Language Portfolio in higher education contexts

Abstract

This article illustrates a number of language learning tasks which can enable teachers to integrate the European Language Portfolio (ELP) into their courses; in doing so, it refers to the implementation project at the University of Padova, which began in the 2003–2004 academic year (Dalziel 2005). It starts by outlining the main pedagogical principles of the ELP, as these form the heart of the activities proposed. First of all, the reflection that work with the ELP requires of the learner is related to theories of learning strategies and in particular to metacognitive awareness. The article then stresses the importance of target language use for ELP-related tasks, arguing that this represents a driving force for the development of autonomy. After explaining why a flexible use of the ELP may be beneficial to learners and teachers alike, the following three sections of the article provide practical suggestions for ELP implementation focusing on: the use of technology; promoting learner interaction and collaboration; and how to exploit the pedagogical potential of the Dossier. The article concludes by stressing the need for a regular and integrated use of the ELP in the language classroom.