Integrating the European Language Portfolio into university language courses

This article provides an overview of how the European Language Portfolio (ELP) has been used with students majoring in foreign languages at the University of Padova. After examining the structure and the pedagogical aims of this tool, it explores ways in which the ELP can be made an integral part of university courses so as to enable learners to derive the greatest possible benefit from it. The ELP was produced by the Council of Europe in order to mediate the Common European Framework of Reference for Languages (CEFR) to learners and to promote autonomy in language learning; it is strongly linked to the concepts of plurilingualism and lifelong learning. It is important to stress that the ELP belongs to the learner, and not to the teacher or institution. By means of their ELPs, individual learners are encouraged to reflect on their learning, set themselves targets and monitor their progress. However, the ELP not only encourages the metacognitive strategies of planning and management of learning, but also provides a rich source of activities which can be conducted in the target language. The paper also addresses the issue of learner-centred instruction and the implications of this for the role of the teacher.