Training teachers to use the European Language Portfolio
---------Former les enseignants à l'utilisation du Portfolio européen des langues

Glossary | Glossaire

Booklet | Brochure



The Common European Framework of Reference for Languages:
activities, competences, levels


Relevance of topic

The self-assessment grid of the language passport of the ELP is based mainly on the descriptors of communicative language activities. In classroom practice, however, vocabulary and grammar, rather than these communicative activities, are perceived as the main objectives of teaching and learning, since learners are aware of them as two explicit constituents of language competence. This contradiction needs to be addressed. What is the relationship, in language use as well as in language learning, between grammar and vocabulary and communicative activities? How does one learn each of them? Can one of them be acquired while learning the other one?


Working methods

Plenary presentation followed by two workshops exploring and discussing the concepts.


What we want to achieve

Project participants will be able to distinguish – as does the Common European Framework of Reference for Languages (CEFR) – between activities and competences. They will have a detailed knowledge not just of activities, but also of the different constituents of communicative competence (linguistic competence is just one of several). This knowledge will help them to understand more comprehensively the scope and potential of the ELP, especially through exploration of the underlying concepts of the language biography and relating these to communicative competence. The knowledge will also enable them to help and guide users of the ELP as they extend the range of curricular and methodological options open to them, and adopt a more flexible approach.

The Common European Framework: activities, competences, levels