Türk Öğrencilerin Avrupa Dil Portfolyosu’nu ADP Kullanım Deneyimleri

Yıl 2017, Cilt: 5 Sayı: 2, 383 - 394, 20.12.2017

Burcu Şentürk

Öz

Avrupa Konseyi, ortak kararlarla tüm üye devletlerdeki eğitim sistemlerinde ortak uygulamalara dayalı Avrupalı bir eğitim sistemini yaygınlaştırmayı amaçlamaktadır. Bu yaygınlaştırma politikası içerisinde ortak bir sisteme dayalı yabancı dil öğretimi, öğrenimi ve yabancı dil öğretmeni yetiştirme uygulamaları da yer almaktadır. Yabancı dil öğretimi uygulamalarında ortak bir çerçeve program olarak “Avrupa Dilleri Öğretimi Ortak Çerçeve Programı” The Common European Framework of Reference for Languages , yabancı dil öğrenenlerin dil yeterliklerini standart bir biçimde kayıt altına almalarına ve gerektiğinde beyan etmelerine olanak sağlayan “Avrupa Dil Portfolyosu” The European Language Portfolio geliştirilmiştir. Bu ortak Avrupalı sistemin sağlıklı biçimde yaygınlaşması ve standart uygulamalar haline gelmesi için Fransa’nın Strazburg kentinde bulunan Avrupa Konseyi Dil Politikaları Birimi ve Avusturya’nın Graz şehrinde bulunan Avrupa Modern Diller Merkezi çalışmalarını sürdürmektedir. Bu çalışmada, yabancı dil öğrenen öğrencilere dil yeterliklerini kazandırılmasında ortak Avrupa standartlarının nasıl yansıtılabileceğine ilişkin konular ele alınmaktadır

Anahtar Kelimeler

Yabancı Dil Öğrenimi, Avrupa Dil Portfolyosu, Avrupa Dilleri Ortak Çerçeve Programı

Experience in Implementing the European Language Portfolio ELP with Turkish Adult Learners

Öz

The article sets out to highlight the principles and goals of the European Language Portfolio ELP , which is designed to promote life-long foreign language learning and to strengthen intercultural experiences at all levels of education. The ELP’s origins are discussed and its relationship to the Common European Framework of Reference CEFR , another basic Council of Europe tool, is clarified. The ELP's two main functions are presented and its three obligatory components are described in detail - i.e. the Language Passport, the Language Biography and the Dossier. The impact of the ELP on foreign language learning and teaching across Europe and beyond is also discussed, as well as the ELP models and their implementation. Finally, the principal design features of the adult ELP are described

Anahtar Kelimeler

European Language Portfolio (ELP), Life-long Foreign Language Learning, Intercultural Competence, The Common

Kaynakça

• Council of Europe, (1992). Transparency and coherence in language learning in Europe: Objecives, evaluation, certification. Report on the Rüschlikon Symposium. Strasbourg: Council of Europe.
• Council of Europe, (1997a). European Language Portfolio: proposals for development. With contributions by I.
• Christ, F. Debyser, A. Dobson, R. Schärer, G. Schneider/B. North & J. Trim. Strasbourg: Council of Europe.
• Council of Europe, (1997b). Language learning for European citizenship. Final report (1989– 96). Strasbourg: Council of Europe.
• Council of Europe, (2001). Common European Framework of References for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Available at https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?doc umentId=0900001680459f97 (accessed 29 June 2016).
• Council of Europe, (2011). European Language Portfolio Principles and Guidelines, with added explanatory notes. Strasbourg: Council of Europe. Available at https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?doc umentId=09000016804586ba (accessed 29 June 2016).
• Glover, P., I. H. Mirici. & M. Aksu. (2005). Preparing for the European Language Portfolio: Internet connections, TOJDE, 6(1), Eskişehir: Anadolu University.
• Holec, H. (1979). Autonomy and foreign language learning. Council of Europe. Janne: Strasbourg: Holec, H. (1981). Autonomy and foreign language learning. Pergamon: Oxford.
• Holec, H. (1994). The Autonomous Learner: Some Conceptural Reference Points. Babylonia , 2 (5),1994. Strasbourg: Editions of Council of Europe.
• Janne, H., 1977: Organisation, content and methods of adult education. Council of Europe: Strasbourg.
• Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Authentik: Dublin
• Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182.
• Little, D. (1999). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
• Little, D. (2000). Why focus on learning rather than teaching? In D. Little, et al. (Eds.) Focus on learning rather than teaching: Why and how? (pp. 3-17). Dublin: Trinity College, Centre for Language and Communication Studies.
• Little, D. (2002a). The European Language Portfolio: structure, origins, implementation and challenges. Language Teaching, 35(3), 182-189.
• Little, D. (2002b). The European Language Portfolio, Turin Report (pp. 4). (document: DGIV/EDU/LANG (2002)17). Retrieved on 5th October 2005, from http://www.tcd.ie.
• Little, D. (Eds.) (2003). European Language Portfolio in use: nine examples. Strasbourg: Council of Europe. Retrieved on 5th November 2005, from http://culture2.coe.int/portfolio//documents/ELP%20in%20use.pdf.
• Little, D. (2004). Learner autonomy, Teacher autonomy and the European Language Portfolio. Dublin. Retrieved on 12th October 2005, from http://www.utc.fr.
• Little, D. (2005). The Common European Framework and the European Language Portfolio: involving learners and their judgments in the assessment process. Language Testing, 22(3), 320-336.
• Little, D & Perclova R. (2001). The European Language Portfolio: A guide for teachers and teacher trainers. Strasbourg: Council of Europe. Retrieved on 4th October 2005, from http://culture2.coe.int/portfolio//documents/ELPguide_teachertrainers.pdf.
• Little, D. & Simpson, B. (2003). European Language Portfolio, the intercultural component and learning how to learn. (document: DGIV/EDU/LANG (2003)4) Retrieved on 10th October 2005, from http://www.tcd.ie.
• Little, D. & R. Perclová (2000). The European Language Portfolio: a guide for teachers and teacher trainers. Council of Europe: Strasbourg.
• Little, D. & L. King (2014). Talking with John Trim (1924–2013), Part II: Three decades of work for the Council of Europe. Language Teaching 47.1, 118−132.
• Little, D. (2005). The Common European Framework and the European Language Portfolio: involving learners and their judgments in the assessment process. Language Testing, 22 (3): 321-336.
• Little, D. (2012). The European Language Portfolio: History, key concerns, future prospects. In B. Kühn and M. L. Pérez Cavana (Eds.), Perspectives from the European Language Portfolio: Learner autonomy and selfassessment (pp. 22-42). New York, NY: Routledge.
• Macnamara John. (1973). Attitudes and Learning a Second Language. Editors: Roger W. Shuy and Ralph W. Fasold. Georgetown University Press, Washington, D.C. 20007.
• Mirici, I. H. (2000). European Language Portfolio: A tool for a common language education policy in Europe. Journal of Interdisciplinary Education, 6(1), 161-166.
• Mirici, İ. (2000). Yabancı dil eğitiminde öğrenen özerkliği. Milli Eğitim Dergisi, 155–156. Retrieved on 8th May 2006, from http://yayim.meb.gov.tr/dergiler/155-156/mirici.htm.
• Mirici, İ. H. (2006). Electronic In-Service Teacher-Training for the New National EFL Curriculum in Turkey. Turkish Online Journal of Distance Education, 7(1), 155-164. [Online: http://tojde.anadolu. Edu.tr/yonetim/icerik/makaleler/244-published.pdf Retrieved on 03 January 2016]
• Mirici, I. H. (2007). Training Multicultural and Plurilingual Children with an Identity of European Citizenship. Proceedings of the International Academic Conference Children’s Identity and Citizenship in Visegrad Context, Presov University, 29-32.
• Mirici, İ. H. (2008). Development and validation process of a European language portfolio model for young learners.
• Turkish Online Journal of Distance Education, 9(2), 26-34. [Online: http://tojde.anadolu. Edu.tr/yonetim/icerik/makaleler/399-published.pdf Retrieved on 03 January 2016]
• Mirici, İ. H. (2009). Marketing of foreign language education via distance education. In Demiray, U., & Sever, S. (Eds.) The challenges for marketing distance education in online environment, 585-609. Eskişehir: Anadolu University.
• Mirici, İ. H., Galleano, R. & Torres, K. (2013). Immigrant parent vs immigrant children: Attitudes toward language learning in the US. Novitas-ROYAL (Research on Youth and Language), 7(2), 137-146
• Mirici, İ. H. (2014). The Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) in S. Çelik (Ed.)
• Mirici, I. H. (2015). Contemporary ELT practices across Europe and in Turkey. International Journal of Language Academy, 3(4), 1-8.
• Mirici, İ. H. (2015). European policy and practices in training foreign language teachers [in Turkish]. Hacettepe University Journal of Education [Hacettepe Üniversitesi Eğitim Fakültesi Dergisi], 30(4), 42-51.
• North, B. (2000). The development of a common reference scale of language proficiency. New York: Peter Lang.
• Oskarsson, M. (1978). Approaches to self-assessment in foreign language learning. Strasbourg: Council of Europe.
• Schneider, G. & P. Lenz. (2000). European Language Portfolio: guide for developers. Strasbourg: Council of Europe. Available at https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?doc umentId=0900001680459fa3 (accessed 29 June 2016).
• Trim, J. L. M. (1978). Some possible lines of development of an overall structure for a European unit/credit scheme for foreign language learning by adults. Strasbourg: Council of Europe.