1. TESOL 2013
Dallas, TX
Reflective Portfolios: Harmonizing Student
Teachers’ Identities in ESL /EFL contexts
Natalia Orlova
Katya Nemtchinova
March 22, 2013

2. Varieties of Portfolios:
• Entrance Portfolio
• Working (or Process)
Portfolio
• Exit Portfolio
• Interview Portfolio
/Product Portfolio
Costantino, P. M. & De Lorenzo, M.N.  Downloads in various
(2002). Developing a professional languages are available
teaching portfolio. Boston MA. pp.3-4 from the EPOSTL website:
 http://epostl2.ecml.at/
(Resources)

3. The conceptual framework of the EPOSTL
 Council of Europe
 Common European Framework
of Reference
 European Language Portfolio
 European Commission/Univ.
of Southampton
 European Profile for Language
Teacher Education – a frame of
reference
3

4. EPOSTL: What makes it different?
Portfolio was regarded as EPOSTL:
• “…an organized set of • addresses content of
documents that provide teacher education
evidence of a teacher’s  core competences
knowledge, dispositions, • formulates didactic
and skills in the complex art competence descriptors (I
of teaching.” (Bird, 1990) can…) relating to language
• “a purposeful collection of teaching
any aspect of a teacher’s • maintains links between
work that tells the story of CEFR, Teacher Profile and
the teacher’s efforts…” English Language Portfolio
(Brown &Wolfe-Quintero)

5. What are the EPOSTL’s central aims?
To REFLECT on
the competences a teacher
strives to attain;
to facilitate self-assessment of
students’ competence;
to provide support during
teaching practice and assist in
discussions with mentors and
teacher educators.

6. What is the structure of the EPOSTL?
6

7. 7

8. What can help student teachers to
self-assess their actions?
193 descriptors of competences, which
language teachers should strive to attain
I can encourage
learner participation
whenever possible.

9. Using the EPOSTL with Pre-Service
Teachers at UJEP
• Piloting in 2008-2009
• Using the EPOSTL systematically since 2009-
2010

10. Model of Integrating the EPOSTL into Pre-Service
EFL Teachers’ Program
• Stage 1. Introducing the EPOSTL to student teachers. Setting
the tasks in the Personal Statement.
• Stage 2. Selecting the sections for self-assessment.
• Stage 3. Integrating the ‘can-do’ descriptors into the course.
• Stage 4. Employing ‘can-do’ descriptors for microteaching tasks.
• Stage 5. Encouraging students to work with the EPOSTL during
their school practicum.
• Stage 6. Surveying students’ opinions of the EPOSTL.
• Stage 7. Using EPOSTL at the graduate exam in ELT. (Tried out in May
2012)
Read more in
Orlova, N. (2011). Challenges of Integrating the EPOSTL into Pre-Service Teacher Training.
In Using the European Portfolio for Student Teachers of Languages. Editors: David
Newby, Anne-Brit Fenner, Barry Jones

11. Some Challenges:
Stage 1. Introducing the EPOSTL to student
teachers. Setting the tasks in the Personal
Statement.
• concerns not to use the
Stage 2. Selecting the sections for self-
assessment.
EPOSTL as a check list
Stage 3. Integrating the ‘can- • making the descriptors
do’ descriptors into the meaningful to student
course.
Stage 4. Employing ‘can-do’ descriptors for teachers
microteaching tasks.
Stage 5. Encouraging students to work with
the EPOSTL during their school practicum.
Stage 6. Surveying students’ opinions of the
EPOSTL.
Stage 7. Using the EPOSTL at the graduate
exam in ELT.

12. Unexpected challenge: Solution:
I have never tried
my hand at
• I suggested reformulating the
teaching. How can statements from
I admit whether I
can do something
in class? ‘I can do…’
I am prepared/aware of how to
do…’

13. Practicum reflective paper guidelines.
• Set your personal targets and think what areas of teaching
you would like to reflex on and improve.
• Select can-do descriptors from different sections of the
EPOSTL (10 maximum) and reflect on them.
• While reflecting on the EPOSTL descriptors rephrase them as
questions, e.g.: „I can evaluate and select a variety of
activities which help learners to learn vocabulary.” (p. 28)
• How can I evaluate and select a variety of activities which
help learners to learn vocabulary?

14. Positive Effects:
Stage 1. Introducing the EPOSTL to student
teachers. Setting the tasks in the Personal • noticeable shift in the
Statement.
Stage 2. Selecting the sections for self- students’ accounts of the
assessment.
Stage 3. Integrating the ‘can-do’ descriptors
practicum
into the course.
Stage 4. Employing ‘can-do’ descriptors for
‘impressionistic’ character
microteaching tasks.
Stage 5. Encouraging
students to work with
the EPOSTL during their reflection on competences
school practicum.
Stage 6. Surveying students’ opinions of the
EPOSTL.
Stage 7. Using the EPOSTL at the graduate
• constructive self-criticism
exam in ELT.

15. Students´ feedback on the use of the EPOSTL:
• “It made me reread some chapters in the textbooks on methodology. The
EPOSTL provides a kind of a summary of all the aspects of my work as a
teacher. It does serve as a reflection tool for me.”
• “…can-do descriptors were thought-provoking for me. They showed what
aspects of my teaching I have to think about.”
• ”the EPOSTL helped to uncover my week points, that’s why it was thought
provoking for me though time-consuming.“
• “…it worked like a diary of self development in TEFL, I could check my
skills.”
• “The EPOSTL advised me where to go and what to explore in my
profession… It lets students know how complex teaching profession is and
what it feels like to be a good, skilled teacher. I have decided to reprint the
EPOSTL (highlighted by the presenter) and check it up later again.”

16. SOME DEVELOPED STRATEGIES:
Explored different ways of using the EPOSTL.
Practised these ways with my students and integrated the EPOSTL into my existing courses.
Overcame some challenges that were connected with the use of the EPOSTL.
Shared experiences of using the EPOSTL with colleagues.
Thought over and identified what was relevant for my courses.
Learned my students’ feedback and introduced some changes based on the received feedback

17. Suggestions:
The EPOSTL should be
used
– systematically
– continuously
– as an integral part of
various courses related
to FL teacher program
http://www.ecml.at/Resources/EC
MLPublications/tabid/277/langua
ge/en-GB/Default.aspx

18. EPOSTL: a different application
• Seattle Pacific University’s MA TESOL Program
• Language Learning Practicum (LLP)
Students enroll in a beginning-level course in a language of
their own choosing, one they have not studied previously. In
addition to completing all assignments for the course, they
keep a journal reflecting on their learning experience, and
come together periodically, either face-to-face or online, to
discuss their reflections with fellow students engaged in the
same process.

19. TESL 6930 Language Learning Practicum
Syllabus
COURSE OBJECTIVES
This course offers students an opportunity to develop character and
ethical sensitivity by reflecting on the experience of learning an
additional language, in both its practical and affective aspects.
REQUIREMENTS
• Active participation and sincere effort in the selected language
course
• Active participation in Practicum discussions
• Regular journal entries describing and reflecting on class activities
• A short summative paper
EVALUATION
The course is offered on a pass/fail basis. Active class participation and
thoughtful completion of assignments in accordance with course due
dates will serve as the evaluative criteria.

20. Discussion Questions <-> EPOSTL
Week 1: Introductions
This assignment is in two parts:
Part I
(a) introduce yourself, (b) share how you became interested in the
MA-TESOL program at SPU, (c) tell what language that you will be
taking throughout the quarter, and (d) share one or two
expectations about what you hope to learn in your language class.
Part II
Please respond to two of your peers' postings about the above
information.

21. Week 2: Teaching Philosophy
As you begin the Language Learning Practicum please consider the
following questions:
(1) What may be the teaching and learning philosophy of your
instructor in your language learning class?
(2) How can you guess the instructor's philosophy? Is it stated in
the syllabus, talked about in class, or can you tell by the
instructor's choice of methods and interactions with the students?

22. Thread: Method and Philosophy
Post: Method and Philosophy
Author: Ben Huh
Posted Date: October 3, 2012 11:24 AM
There was an interesting moment in our class. When we were working on French negation,
one student asked the instructor, "why does French have 2 words (ne~pas~) for negating
while English has only one word (not)? then she started talking about the English-
centeredness. It was the first time she spoke English. Then she asked the student back "why
does English have only one word for negating?" She seemed to try to explain that "Every
language has its own unique characteristics that are different from other languages." This is
all for now. I am excited for next class. We also have some assignments to do. Then good
luck with your learning!
Thread: Method and Philosophy
Post: RE: Method and Philosophy
Author: Katya Nemtchinova
Posted Date: October 3, 2011 9:58 PM
That’s a very good point. Understanding and promoting the unique personal, intellectual
and cultural value of the language students are trying to learn is an important part of one’s
teaching philosophy.

23. Week 4: Methodology
It was intriguing to read through your postings and to learn about the
varied teaching philosophies of your language instructors. It was
especially interesting to note how both English and the target language
were used in the instructional process. Based on your postings of last
week please respond to the following questions:
1) As a beginning language learner in your classroom, what types of
scaffolding helps (or would help) to support your understanding, skill
development, and communicative competence in this new language?
2) Please choose the language skill or combination of skills that tends to
be the most challenging for you ( reading, writing, speaking, listening) in
this new language. What types of scaffolding would support your
learning of these skills?

24. Student reflections: Language difficulty
• Reading and writing is comparatively easier to me than speaking and
listening. I feel like my teacher’s Spanish is quite fast for my ears. I
think he helps my understanding whenever he speaks more slowly
and more clearly, repeating the words or sentences again and again.
• I find myself lost in class when only Japanese is spoken and no
gestures are used, but usually I can get pieces of understanding when
Japanese words are repeated by English follow ups or when gestures
are used alongside only Japanese speaking. Language courses tend to
move quickly, so it seems as though it would be challenging to catch
up if you miss a day each week. This can be a good reminder for
working with our future students - how can be catch them up and
scaffold their learning when they miss a class (because everyone will
at some point with how busy life gets!)

25. Student reflections: scaffolding
• The only qualified scaffolding I am seeing is when our instructor
writes the Arabic letters in an equation format to offer hints in order
for us to improve on our writing skills. I wish she would rely more on
modeling that focused on visuals, sound, along with the Arabic
alphabet.
• I like the idea of having the important concepts or words of the
lesson on the whiteboard. It helps keep focus on just a few items
instead of trying to grasp everything. I can see listing on the
whiteboard the first day of a lesson the important vocabulary words,
the second day, maybe a couple of phrases, the third day the
grammar point of the lesson.
• I agree that repetition always helps, but I am not enthusiastic about it
when it becomes unthinking parroting. I like it to be mindful and
meaningful. When I get tired or bored, I can drift off onto autopilot
and retain next to nothing... maybe its just me.

26. Weeks 5-6: Lesson Planning
1. Is there a place for learning activities that emphasize repetition or
"drill " in a lesson? If so, where and how would you integrate this into a
lesson plan?
2. Does the instructor of the class share the lesson plan with the
students? As a student, do you think that it is important for the
instructor to share the lesson plan with the students? Why or why not?
3. How does the instructor both pace and integrate the learning
activities into the lesson plan? Do the students have enough time or
too much time to work through the lesson activities?
4. Under what circumstances would you change the lesson plan in mid-
lesson? How important is flexibility in planning and implementing
language lessons?

27. Week 8: Assessment
(a) How does your language instructor give both oral and written
feedback to the students?
(b) How does your language instructor evaluate and respond to
students' errors and also to students' correct responses?
(c) What is your philosophy about giving student feedback,
correcting errors, and giving students positive reinforcement?

28. Assessment: Student responses
• I think I would like to model my philosophy about positive feedback
on my Chinese instructor's philosophy - that is give lots of positive
feedback to encourage students to talk. If and when a student isn't
afraid to talk (done by providing a safe environment), then gently
start correcting pronunciation errors. You can't correct errors if they
don't talk. Written feedback on homework is also a great way to
improve a student's confidence but this can be time consuming to do.
It also must be done with care in that if too many errors are corrected
then it can be demoralizing.
• This seems as though it would reduce student anxiety, and encourage
experimentation. I guess it is a useful reminder to me that sometimes
it is more important to increase motivation than to insist on
perfection. Perfection can come later.

29. Week 10: Independent thinking
For this week's post, please pose one question about language
learning or teaching to the other members of your group. This
question may be about something that you observed in your
language class or an idea that you may want to discuss in your
summative paper. Please post your question and then respond to
at least two of your group members' questions.

30. Students’ questions
• What techniques have you found work best to aid in listening comprehension or on the flip
side what teaching methods have you found help students in their listening comprehension?
What experience do those of you who speak more than one language have in this regard?
• How do you handle a very large range of language ablilties in the classroom? Do you teach
to the middle?
• As I found myself challenged by this Japanese course, I began to think about how much the
use of my own language (English) during instruction aided my learning and understanding of
Japanese. What are some best practice teaching strategies for teaching English to speakers
of other languages when the students speak a variety of native languages and you, as the
instructor, do not speak those languages?
• My wonder that stems from your questions is how do you decide what to cover at a
beginning level? I found that, when my teacher chose to follow the course of the textbook,
we learned a strange variety of things - all the way from introductions to telling time to
asking what floor of the building something is on. Some things seemed especially useful to
learn at the basic level and others seemed to be less important …
• What I would like to know, is there something that stuck out that your instructor did that you
feel you could use as a model for your own teaching? And, if not, is there something your
instructor did that you feel you would never do?