1. The Central role of the learner in
the 117.2010 eELP model
Anne-Marie Barrault-Méthy
Université de Bordeaux EA 4140 LACES
LILAMA project (www.lilama.org)

2. Introduction
- The CERFL has brought about tremendous changes in
educational systems
- At micropolitical level (agents), the CEFRL and the ELP
has transferred language management agency from
teachers unto society at large
- Symmetrical overhauls have taken place locally at
Université Montesquieu-Bordeaux IV
- As a consequence, the 117.2010 eELP model was
developed

3. How has the central role of the learner been
acknowledged in this eELP?
- 3 research questions:
1. How have language policy recommendations been taken
onboard this eELP?
2. How is the eELP the instrument of plurilingualism in a
local context?
3. What are the lessons learnt?
- eELP development was based on language management theory

4. Plan
Introduction
I - The theoretical grounding of the eELP
II - A brief description of the 117.2010 eELP model
III - The eELP as the instrument of plurilingualism in a local context
a) a) The law faculty’s policy instruments of multilingualism: CLIL, mobility
programmes, increasing the language offer, ELF, EIL, groups for social
inclusiveness, making teaching efficient, certification, jurislinguistics and
employability and ICT tools
b) b) The implicit policy of the law faculty is plurilingualism

5. I – The theoretical grounding of the 117.2010
eELP model
- Spolsky’s language management theory (2009)
- Language ecology (Ricento, 2000)
- Recommendations as a major discursive form in language policing (Wodak,
2006)
- Making the eELP as relevant as possible to the international, national and
local contexts based on language policy recommendations analysis
- The eELP was developed following the analysis of a corpus of
recommendations from the Council of Europe, the European Union, the
French ministry of higher education, the Aquitaine region and other
stakeholders
- Some of the work was carried out in the framework of the LILAMA project
(www.lilama.org)

6. II – Description of this eELP
model

11. III – The eELP as a local instrument of plurilingualism

15. IV - Discussion
- Implicit policy of pluralingualism at the law faculty
- We believe that the distinction between implicit and explicit language
policies is powerful and promising

16. Conclusion
- The 117.2010 eELP model was conceived as a tool to empower
learners
- Starting point: paper-based, accredited ELPs
- Institutional backing grew along the years
- The eELP has triggered much institutional overhaul
- Not just a tool: a trickling policy

17. Thank you
Contacts
Philippe Pomédio (technical manager): philippe.pomedio@u-bordeaux4.fr
Anne-Marie Barrault-Méthy (project manager): ammethy@u-bordeaux4.fr