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[About the book] Using constructivist principles and autonomous learning techniques the ELP has pioneered innovative and cutting edge approaches to learning languages that can be applied to learning across the spectrum. Although articles on the success of the ELP project have appeared in some academic journals, Perspectives from the European Language Portfolio is the first book to report on and contextualise the project’s innovative techniques for a wider educational research audience. During the last ten years the ELP has increasingly become a reference tool for language learning and teaching in primary, secondary and tertiary educational settings all around Europe. The editors of this volume believe that there is a need to reflect on the significant contribution that the ELP has delivered for language learning and teaching, and to critically evaluate its achievements.

The European Language Portfolio (ELP) has two main functions: a reporting and a pedagogical function. Although a significant number of studies and pilots have focused on the pedagogical component of the ELP, there are still important aspects of the pedagogical function that have not been fully researched yet, such as the fundamental objective of the ELP which is “learning how to learn”. This chapter outlines how this pedagogical function can be developed in the future. Drawing on the pedagogical principles of the ELP and Common European Framework of Reference (CEFR) it explores the possibility of taking advantage of the ELP’s potential as metacognitive tool, in particular through the integration of explicit language learning strategy instruction. Central to this development are the features and added value which an electronic, “soft” Portfolio provides. The chapter argues that the development of both metacognitive and strategic functions of the ELP and their integration with the other parts of the portfolio through the connectivity of a digital medium, would significantly enhance the pedagogical function of the portfolio and foster self-regulated learning.

One of the constant challenges for all teachers is to improve ways of bringing learners into the subject and the particular modes of learning in ways that enhance their success. Both the literature and experience tell us that those studying a second language have some distinct and characteristic needs that are often not met. These have been described within a set of characteristics associated with the ‘good language learner’ and have been identified and studied in numerous research studies in the field of second language acquisition over the last thirty years ( Ehrmann/Oxford, 1995; Dörnyei, 2005). There are, of course, other ways of characterising learners and their approaches to learning. One that has been developed and extensively trialled is the Effective Lifelong Learning Inventory (ELLI). Through a large evidence base this instrument has been demonstrated to be a robust indicator for assessing the relevant categories related to learning dispositions that can be developed to enhance capacity for learning. This inventory and its seven dimensions of learning power were developed and described in 2004 (Deakin Crick et al., 2004) and have been in constant use since. When the seven dimensions of learning power within ELLI are considered alongside the characteristics of the good language learner there appears to be a degree of correlation. The focus of this paper is thus to explore the correspondence between these seven dimensions and the characteristics of the so-called ‘good language learner’ (Rubin, 1975; Stern, 1975; Naiman et al, 1978). This paper considers the implications of the outcomes of this study particularly for empowering the new language learner.

One of the constant challenges for all teachers is to improve ways of bringing learners into the subject and the particular modes of learning in ways that enhance their success. Both the literature and experience tell us that those studying a second language have some distinct and characteristic needs that are often not met. These have been described within a set of characteristics associated with the ‘good language learner’ and have been identified and studied in numerous research studies in the field of second language acquisition over the last thirty years ( Ehrmann/Oxford, 1995; Dörnyei, 2005). There are, of course, other ways of characterising learners and their approaches to learning. One that has been developed and extensively trialled is the Effective Lifelong Learning Inventory (ELLI). Through a large evidence base this instrument has been demonstrated to be a robust indicator for assessing the relevant categories related to learning dispositions that can be developed to enhance capacity for learning. This inventory and its seven dimensions of learning power were developed and described in 2004 (Deakin Crick et al., 2004) and have been in constant use since. When the seven dimensions of learning power within ELLI are considered alongside the characteristics of the good language learner there appears to be a degree of correlation. The focus of this paper is thus to explore the correspondence between these seven dimensions and the characteristics of the so-called ‘good language learner’ (Rubin, 1975; Stern, 1975; Naiman et al, 1978). This paper considers the implications of the outcomes of this study particularly for empowering the new language learner.

The European Language Portfolio (ELP) has two main functions: a reporting and a pedagogical function. Although a significant number of studies and pilots have focused on the pedagogical component of the ELP, there are still important aspects of the pedagogical function that have not been fully researched yet, such as the fundamental objective of the ELP which is “learning how to learn”. This chapter outlines how this pedagogical function can be developed in the future. Drawing on the pedagogical principles of the ELP and Common European Framework of Reference (CEFR) it explores the possibility of taking advantage of the ELP’s potential as metacognitive tool, in particular through the integration of explicit language learning strategy instruction. Central to this development are the features and added value which an electronic, “soft” Portfolio provides. The chapter argues that the development of both metacognitive and strategic functions of the ELP and their integration with the other parts of the portfolio through the connectivity of a digital medium, would significantly enhance the pedagogical function of the portfolio and foster self-regulated learning.

[About the book] Using constructivist principles and autonomous learning techniques the ELP has pioneered innovative and cutting edge approaches to learning languages that can be applied to learning across the spectrum. Although articles on the success of the ELP project have appeared in some academic journals, Perspectives from the European Language Portfolio is the first book to report on and contextualise the project’s innovative techniques for a wider educational research audience. During the last ten years the ELP has increasingly become a reference tool for language learning and teaching in primary, secondary and tertiary educational settings all around Europe. The editors of this volume believe that there is a need to reflect on the significant contribution that the ELP has delivered for language learning and teaching, and to critically evaluate its achievements.