This paper presents a case study account of the piloting of Cercles European Language Portfolio (ELP), the aim of which is to foster greater learner autonomy. It begins by outlining the context, organisation and overall aims of the project; it then looks at how the ELP was implemented and how it was greeted by both students and teachers; it concludes with some reflections on how best to continue with the piloting in the future. The first phase of the pilot project at the University of Padova took place between December 2002 and June 2003, and involved collaboration between the University Language Centre (Centro Linguistico di Ateneo) and the English Department of the Faculty of Arts. The Language Centre, as a member of CercleS/AICLU, was involved in the national piloting project, and the ELP was introduced to first-year students of English taking either of two language degree courses of the Faculty. The article concludes that in order for the ELP to encourage the acquisition of autonomy in language learning, much time and effort must be devoted to its full integration into courses, for as Benson (2002: 10) states: “autonomy can never be the outcome of a single, short-term intervention in the learning process”.
The CercleS European Language Portfolio pilot project at the University of Padova
DALZIEL, FIONA CLARE
2005
Abstract
This paper presents a case study account of the piloting of Cercles European Language Portfolio (ELP), the aim of which is to foster greater learner autonomy. It begins by outlining the context, organisation and overall aims of the project; it then looks at how the ELP was implemented and how it was greeted by both students and teachers; it concludes with some reflections on how best to continue with the piloting in the future. The first phase of the pilot project at the University of Padova took place between December 2002 and June 2003, and involved collaboration between the University Language Centre (Centro Linguistico di Ateneo) and the English Department of the Faculty of Arts. The Language Centre, as a member of CercleS/AICLU, was involved in the national piloting project, and the ELP was introduced to first-year students of English taking either of two language degree courses of the Faculty. The article concludes that in order for the ELP to encourage the acquisition of autonomy in language learning, much time and effort must be devoted to its full integration into courses, for as Benson (2002: 10) states: “autonomy can never be the outcome of a single, short-term intervention in the learning process”.
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