Perspectives from the European Language Portfolio: Learner Autonomy and Self-assessment ed. by B. Kühn and M.L. Pérez Cavan (review)

The year 2011 marked the 10th anniversary of the launch of the European Language Portfolio. It is therefore fitting to distinguish this occasion by publishing a book that provides a reflection on the ELP and the significant changes it has brought, and continues to bring, to the educational landscapes in Europe.

The editors have brought together key leaders in the field of ELP development to report on the ELP in the context of its historical and political origins, theoretical and pedagogical underpinnings, implementation initiatives, and future directions and possibilities. By doing this the editors link several perspectives, from theoretical research to practical applications, to provide an accessible book aimed to help all educators in the field of language learning to reflect on innovative approaches to learning using the ELP.

The book is divided into four sections: theoretical and pedagogical context, historical and political context, the ELP in educational settings, and future perspectives.

Chapters 1 and 2 describe the history of the ELP and its development and implementation from its origin to the present day and identify the main theoretical issues that frame the discussion surrounding the ELP. David Little comments on the current lack of widescale use of the ELP, but believes that with time mainstream education will embrace the notions of autonomy and plurilingualism that underscore the ELP. Viljo Kohonen highlights the importance of both teachers and students forming an “educational community” (p. 37) in the classroom to deepen their understanding and use of the pedagogy of the ELP.

Chapters 3 and 4 examine the political and historical contexts that created and shaped the content of the ELP. Waldemar Martyniuk states that the success of the ELP is dependent on how teachers and learners communicate and work with the ELP and concludes by remarking that the “ELP stands for continuing dialogue” (p. 57). Rolf Schärer describes the pivotal role that the European Centre for Modern Languages (ECML) plays in coordinating several programs and activities to promote and sustain, for example, ELP work and dialogue to continue and to allow educational innovation to move forward.

Chapters 5 and 6 report the findings of research conducted into the application of the ELP in educational institutions. Olga Esteve and her team of researchers detail their project aimed at discovering how the ELP, as a tool for mediation, can foster language learning awareness. Her team also provides a guideline for using the ELP. Brigitte Forster Vosicki delineates the process her university followed to implement educational change at the institutional, teacher, and student level by introducing the ELP as a tool for language teaching and learning.

Chapters 7, 8, and 9 investigate and comment on the future possibilities of the ELP. Inma Álvarez addresses some of the issues surrounding the lack of empirical research to answer questions such as the applicability of the ELP for different groups of learners and how the ELP is used over time. Alvarez presents the potential of the ELP in the technological age to enhance the pedagogical aspects of the ELP. Maria Luisa Pérez Cavana examines the possibility of introducing what is referred to as a “soft” ELP to foster metacognitive skills and promote self-regulated and strategic learning. She also explains the potential for electronic ELPs to be more flexible and meet the changing needs and environments of language learners. In the last chapter, Bärbel Kühn and Michael Langner highlight the challenges of implementing the ELP principles in educational settings. Using the notion of utopia, the authors advocate the creation of a “networked language centre” to unite teaching, learning, and research, and to link them to an academic institution.

The book draws on the work of European authors but has wide applicability for Canadian and other international readers. As exposure to and use of the CEFR (Common European Framework of Reference for Languages) and...