ELP related materials: Finland

The downloadable materials were submitted at the ELP-TT3 project network meeting in Graz, 2010. We would like to thank the participants for their contributions.

The sole responsibility for the content of the documents  included on this  section of the website lies with the authors.

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AMMATTIKORKEAKOULUJEN AUTENTTISEN ARVIOINNIN KEHITTÄMISPROJEKTI
Material: Outcomes from a project of implementing the ELP as a tool for authentic assessment in professionaly oriented language education
Authors: Riitta Jaatinen, Jorma Lehtovaara, Viljo Kohonen
Language: Finnish
Target Group: Language teachers (with a primarily professional orientation)
Website: http://www.piramk.fi
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The goal of the project was to produce and report instances and good practices of authentic assessment in the context of professionally oriented language education by providing accurate and illustrative descriptions and ground the empirical work into theory. The project was funded by the Finnish Ministry of Education. The project site includes sections for the theoretical foundations of the enterprise, teacher reports, articles for teacher education, and the final report with a range of experiences from various participants.

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OPETTAJIEN NÄKEMYKSIÄ EUROOPPALAISEN KIELISALKUN KOKEILUSTA HELSINGIN ALUEELLA
Teacher perceptions of the implementation of the Finnish version of the European Language Portfolio in the Helsinki metropolitan area
Material: journal article - available online
Language: Finnish
Website: http://www.helsinki.fi/
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This article addresses the Finnish implementation project of the European Language Portfolio. The research and development of the Finnish version of the ELP was anchored to the concepts of awareness and autonomy in promoting language study and learning. Language learning is seen as the development of the learner´s communicative as well as general competences that can be enhanced by raising the awareness of learning processes in pedagogic encounters. The ELP is a means to make this development more transparent and manageable. According to the findings of previous R&D studies the ELP in actiona not only contributes to language learning skills but also independent study skills and ligelong learning. The article draws on teacher reports from the Helsinki metropolitan area during the second cycle of ELP implementation in Finland in 2001-2004..

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LANGUAGE PORTFOLIO AS A TOOL IN PROMOTING MOTIVATION IN THE STUDY OF SWEDISH AT SENIOR HIGH SCHOOL: STUDENT AND TEACHER VIEWS AND EXPERIENCES
Material: Abstract of a Doctoral thesis
Authors: Kati Lammi
Language: English
Target Group: Teachers, teacher educators, student teachers
Website: http://www.jyu.fi
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Using both quantitative and qualitative methods, its purpose is to investigate how a case-study target group of pupils and their teacher (also the present author) experienced the portfolio-related activity in learning (and teaching) of Swedish, and how it affected their learning motivation. This focus on motivation is explained by the fact that motivation is commonly assumed to be the main problem especially in the learning of obligatory Swedish. The study also deals with how pupils perceived the soon-to-be-faced matriculation examination and how they believed the portfolio to influence their success in the test of Swedish


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OSKU (DEVELOPING FINNISH LANGUAGE CURRICULA THROUGH RESEARCH AND DEVELOPMENT PROJECT 2006 – 2009)
Material: Projects outputs (research articles, task examples, video clips, demonstrations)
Language: Finnish (samples in Swedish, English)
Target Group: Teachers / teacher educators / student teachers
Website: http://www.enorssi.fi
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The research and development project addressed following major questions to meet recent challenges of the new core curricula for foreign language education:
  1. How to clarify the objective statements so to be transparent and informative to all stakeholders (students, teachers, administrators, parents, employers)?
  2. How to preserve and develop further mutually agreed principles and existing good practices based on them?
  3. How to promote accurate, valid and fair forms of assessment to meet the multiple goals of language education and to add transparency of assessment outcomes?

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MAN AND HIS IDENTITY – PERSPECTIVES ON THE UNDERSTANDING OF LINGUISTIC IDENTITY AND THE PROBLEM OF PLURILINGUAL INDIVIDUALS
Material: Abstract of a Doctoral thesis
Authors: Pauli Kaikkonen
Language: German
Target Group: Teachers, teacher educators, student teachers
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This paper discusses the concepts of both linguistic identity and identity in a wider sense. It is above all an attempt to theoretically discuss the nature of identity and to approach the problem area of plurilingual and pluricultural individuals. With reference to identity the following themes will be addressed: identity in terms of group affiliation; subjection to identity and the freedom to choose an identity; the role of identity-forming questions and identity negotiation; and the erosion of the self and its identity. Moreover the process of identity development in general will be discussed in the context of linguistic identity. At the same time the following criteria will be presented in greater detail: the context of language and identity; the role  of the range of languages spoken by an individual in the formation of linguistic identity; identity-forming questions with reference to linguistic identity; plurilingualism (ie individual multilingualism); and linguistic identity/the multilingual individual as the conceptual goal of modern language teaching.
In addition the author has made use of selected literary extracts as pieces of empirical evidence which express authentic experiences rooted in identity and education


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"ERMUTIGE MICH DEUTSCH ZU SPRECHEN" - PORTFOLIO ALS EVALUATIONSFORM VON MÜNDLICHEN LEISTUNGEN
Material: Doctoral thesis
Author: Hannele Kara
Language: German
Target Group: Teacher educators / teachers  / student teachers)
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The subject of this dissertation is the development and evaluation of oral proficiency. This work explores the possibilities of applying a language portfolio to teaching and evaluating German language culture in the 8th and 9th grades of comprehensive schools and senior secondary schools.

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