||The English Language Passport Program: A Practical Review
Minotti, Tony ,
Smith, Jennifer Rose ,
Tony, MINOTTIJennifer Rose, SMITH
9 , 2017-01-31
There has been a recent shift in language education towards standardizing proficiency descriptive measures for foreign language acquisition through the use of the Common European Framework of Reference for Languages (CEFR). Whereas proficiency classified as “beginner” or “intermediate” may vary broadly depending on the institution, CEFR allows people across national and institutional lines to more accurately define language ability. Moreover, by being specific in the linguistic tasks that can be accomplish at each CEFR level, learners are able to complete self-assessments that realistically reflect ability and set explicit learning goals for the future. The English Language Passport (ELP) Program at Osaka-Shoin Women’s University has taken steps to incorporate CEFR and accompanying individualized student work portfolios into the curriculum in order to assess students’ linguistic abilities, create a concrete record of student achievement, increase motivation for learning, and connect language learning to the completion of real-world communicative tasks.This paper will outline how CEFR relates to the teaching philosophy of the ELP Program and describe the integration of CEFR in teaching methodology and assessment.