Hizkuntzen Portfolioa ataritik ikasgelara

Abstract

Experiences involving implanting the European Language Portfolio are increasingly common in our environment. This article describes a research-action programme, training teaching staff simultaneously, from starting to work with the portfolio, which is developed in order to extend the use of this instrument in the area of languages. There are two phases in this first stage, which lasts a whole school year. The first, lasting 3 months, was intended to: define the portfolio as a didactic resource, design an appropriate teaching-learning methodology for the portfolio's system, programme didactic units which allow this to be built and look for reference points to establish learning evaluation criteria. During the second phase, in the following 5 months, teachers experiment with the system they have prepared in the classrooms. They act and research, presenting daily findings to the group, reflecting, identifying improvement needs and looking for possible solutions. The research group includes 3 teachers from Obligatory Secondary Education (12-16 year olds) and a teacher from the 6^th year of Primary Education (11-12 year olds), accompanied by a consultant pedagogue. The main technique for compiling information was group conversation during meetings with the consultant. This oral information is complemented with marks from the teachers in their classroom work and with the didactic material which has been drawn up. At the end of the year, all students who had started to draw up their portfolio gave their opinion. Open questions and incomplete phrases were used. In order to analyse the information, we worked from two main units: a) the feasibility of the portfolio in these areas and educational levels and b) changes in the teaching-learning strategies. The conclusions, which are always partial, aim to clarify the lines of action to give the project continuity, identify specific needs and the situations and conditioning factors which limit the Plans of Action.