Use of the ELP at the Language Centre of the University of Lausanne: a global perspective

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Use of the ELP at the Language Centre of the
University of Lausanne a global perspective

• Dublin June 7-9 2007
• Céline Restrepo Zea

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Plan of the presentation

• General survey of the structure of the modules
  and interaction with the ELP
• Administrative use of the ELP to describe the
  modules
• ELP assessment criteria
• Impact on teachers
• Impact on students

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General survey of the structure of the modules
and interaction with the ELP
Course with teacher (2 periods in group)
ESPA (1 or 2 periods work) with tutor Personal
workspace

• Language learning Biography
• Intercultural Experiences
• Self-assessment Checklist
• Objectives
• Dossier

Communicative activities
E V A L U A T I O N
Stimulation of autonomous learning
Learning Journal
Work on the quality of the language and the
different skills
ELP
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General survey of the structure of the modules
and interaction with the ELP
Course with teacher (2 periods in group)
ESPA (1 or 2 periods work) with tutor Personal
workspace

• Language learning Biography
• Intercultural Experiences
• Self-assessment Checklist
• Objectives
• Dossier

Communicative activities
E V A L U A T I O N
Stimulation of autonomous learning
Learning Journal
Work on the quality of the language and the
different skills
ELP
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Administrative use of the ELP to describe the
modules
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Administrative use of the ELP to describe the
modules
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ELP assessment criteria
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Impact on teachers

• Acquisition of new competences and visions
• Interculturality
• Language not as an abstract element
• Plurilinguism
• Decompartmentalization of language
• Life-long learning
• Self-directiveness
• Development of transverse competences
• From teacher to mentor
• Shifting responsibilities access to knowledge
• New representation of what a good teacher is

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Teachers support towards change

• Workshops
• Teachers day before and during the semester
• Coaching to accompany reticent or new teachers
• Action research
• ELP
• Languages in the academical context
• Assessment
• Intercultural communication
• Autonomous learning and self-directiveness

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Impact on students

• Development of self-directiveness
• Evaluation of ones strengths and weaknesses
• Defining personal learning objectives
• To become aware of the various aspects affecting
  learning
• To reflect on attitudes and motivation
• To think critically

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Thank you for your attention

• Celine.RestrepoZea_at_unil.ch