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Language learner autonomy and the European Language Portfolio: Two L2 English examples

  • David Little (a1)
  • DOI: http://dx.doi.org/10.1017/S0261444808005636
  • Published online: 01 April 2009
Abstract

This article argues that the Council of Europe's European Language Portfolio is capable of supporting the implementation of language learner autonomy on a large scale. It begins by explaining what the author understands by ‘language learner autonomy’, then introduces the European Language Portfolio and explains how it can stimulate reflective learning in which goal setting and self-assessment play a central role. It concludes by giving two practical examples that involve the learning of L2 English in Ireland, in one case by adult immigrants with refugee status and in the other by newcomer pupils in primary schools.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

D. Little (2005). The Common European Framework and the European Language Portfolio: Involving learners and their judgements in the assessment process. Language Testing 22.3, 321336.

D. Little (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching 1.1, 1429.

P. Salmon (1998). Life at school: Education and psychology. London: Constable.

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Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
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