Plurilingual education portal

Subject classification: this is an education resource.

Type classification: this resource is a course.

Warm-up activity

Imagine you are starting a new language course without any knowledge of your learners’ linguistic backgrounds. Based on the heterogeneity of learning groups, you can assume that they will have different levels of proficiency as well as different linguistic knowledge. Which instruments and methods could you use to thematise the linguistic biography of your students and diagnose their linguistic competences?

Objectives

By the end of this section, you will be able to:

define the concept language portfolio;
know the structure of the European Language Portfolio (ELP);
acknowledge practical applications for its use.

Keywords

Learner autonomy, self-assessment, reflection, awareness raising, documentation

Introduction

A language portfolio is a rich instrument to get to know the linguistic repertoires of your students and act pedagogically according to those repertoires. Indeed, it is not only a useful tool for addressing linguistic diversity, but also for supporting their learning paths, structuring teaching and learning, encouraging reflection, and implementing alternative forms of assessment, such as self-assessment.

In this section, we will present the concept of language portfolio and focus on a specific standardised format: the European Language Portfolio, developed by the European Centre for Modern Languages of the Council of Europe (2024).

History of the concept

The term portfolio originates from the French word "porte-feuilles," meaning "holding sheets," and has long been associated with the presentation and transport of artists' works (Häcker, 2007). Traditionally used in artistic fields, portfolios transitioned into educational contexts during a writing movement of the 1980s and 90s. This shift marked a departure from the dominance of standardised testing toward more formative, i.e. continuous, assessment practices.

In education, portfolios have become tools for documenting and reflecting on students' learning processes. In foreign language teaching, specifically, portfolios have been adapted to enhance authentic learning experiences. They encourage learners to engage deeply with cultural and linguistic contexts, fostering not only language comprehension but also a greater appreciation of cultural diversity and multilingualism (Brinkmann, 2026).

Definition

In general terms, “a language portfolio can be defined as a systematic and purposeful collection of learner language related work that shows progress over time and respects instructional objectives. A language portfolio can contain very different types of documents: learning logs, written texts, drawings, learners’ reflections and audio or video tapes, teacher, learner and also parents’ comments on the progress made by the learner” (Gonçalves & Andrade, 2007, S. 198). A portfolio is thus a versatile tool that brings together learning, teaching, and assessment in one place. It views language learning as a journey in which skills develop simultaneously as a step by step and a holistic process. In a language portfolio, students create, collect, organize, reflect on, and present their work with clear goals in mind. Teachers guide this process by helping learners reflect about their progress and achievements.

Language portfolios can take different forms, depending on their purpose. They can focus on specific competences, such as reading portfolios or writing portfolios. Often, language portfolios include a mix of written, visual, or digital elements and can be created manually or as electronic portfolios (e-portfolios). In addition to showcasing students' work, portfolios help teachers and learners assess progress. They support self-evaluation, peer feedback, and even external assessment. This promotes learner independence, as students use tools such as self-assessment grids to track their own growth (Brinkmann, 2026).

Practical example: The European Language Portfolio (ELP)

A specific form of a portfolio is the European Language Portfolio, which is “a personal document in which learners of all ages can record their language learning and cultural experiences both within and outside formal education. It also provides a framework for learners to assess their own language competences” (European Centre for Modern Languages of the Council, 2024). A core principle of the ELP is the promotion of plurilingualism. This means it recognizes and values the ability to communicate in multiple languages and encourages learners to develop and use their plurilingual competences in meaningful ways. To support this goal, various ELP formats have been developed to suit different age groups, educational contexts, and learning objectives, reflecting the diverse linguistic and cultural experiences of learners across Europe.

The ELP is structured into three main parts:

Language Passport: This section allows learners to present an overview of their language abilities, detailing the languages they have learned or are learning, and the contexts in which they have used or understood these languages. It provides a concise snapshot of their plurilingual journey, emphasizing their unique linguistic identity.
Language Biography: The language biography encourages learners to self-assess their competences using the can-do descriptors of the Common European Framework of Reference for Languages (CEFR). Through this reflective process, students identify their strengths, set goals for improvement, and track their progress over time. By focusing on their personal achievements and challenges, the language biography empowers learners to take charge of their development as plurilingual individuals.
Dossier: The dossier serves as a space for learners to collect and showcase language-related documents and projects. This could include official certificates, creative work in different languages, or evidence of informal language learning experiences, such as travel journals or communication with pen pals. By organizing and presenting these materials, learners can reflect on their growth and achievements in a tangible way.

The ELP is intended to be more than a record of learning — it is a tool for fostering learner autonomy. In the context of language learning, autonomy means that students take an active role in their education by making decisions about what and how they learn, evaluating their progress, and setting personal goals. The language biography, in particular, supports this independence by potentially encouraging self-assessment and reflection.

By using tools like the CEFR’s can-do grids, learners develop a clear understanding of their abilities and can identify areas for improvement. This process not only builds confidence but also teaches them to take responsibility for their own learning journey. Additionally, the emphasis on plurilingualism within the ELP broadens learners' perspectives, showing them how their knowledge of one language can support the acquisition of others. This interconnected understanding is expected to enhance their ability to navigate a multilingual world with confidence and competence (European Centre for Modern Languages of the Council, 2024; Little, 2012).

Between 2001 and 2010, 118 models of the ELP were validated and accredited. They were designed for different age groups (from 4-year-olds to adults) and different educational sectors (primary and secondary education, vocational education, higher education, etc.). Templates, such as an interactive standard version of the Language Passport for adult learners (in English and French), can be accessed via the Council's website. The self-assessment grids are available in 32 language.

As Ballweg (2019, p. 131) points out, however, the ELP did not gain as much traction as initially expected. Little (2019, p. 28-30) cites the difficulties in aligning the ELP with existing curricula and the lack of sufficient support from teachers and institutions in its implementation as possible reasons.

Take-home message

The potentials of the portfolio include multilingual evaluation, alternative assessment, an emphasis of the individual learner’s background, and learner independence.
The portfolio has many potentials but it is necessary to adapt it to the learners, to prepare and assess it properly.

Self-assessment

Reflection

What are the three main components of the European Language Portfolio (ELP), and how do they support the development of plurilingualism and learner autonomy?

Resources to go further

Ballweg, S., & Kühn, B. (2019), Portfolioarbeit im Kontext von Sprachenunterricht. Neue internationale Entwicklungen, Universitätsverlag Göttingen.
Council of Europe. European Language Portfolio. https://www.coe.int/en/web/portfolio
Kühn, B., & Pérez Cavana, M. L. (Eds.) Perspectives from the European Language Portfolio : Learner Autonomy and Self-Assessment. Routledge, 2012.

Bibliography

Ballweg, S. (2019). Portfolio im Kontext von Mehrsprachigkeit. In F.-J. Meißner & C. Fäcke (Eds.), Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik (pp. 130–133). Narr Francke Attempto.

Brinkmann, L. (2026). Language portfolio. In C. Ollivier & S. Melo-Pfeifer (Eds.), Encyclopédie de l’éducation plurilingue / Encyclopaedia of plurilingual education. Peter Lang. https://www.peterlang.com/document/1588003

European Centre for Modern Languages of the Council (2024). https://www.ecml.at/Thematicareas/Curriculaandevaluation/EuropeanLanguagePortfolio/Browseportfolios/tabid/4182/language/en-GB/Default.aspx

Gonçalves, M. d. L., & Andrade, A. I. (2007). Connecting languages: the use of the portfolio as a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education, 30(2), 195–213. https://doi.org/10.1080/02619760701274001

Häcker, T. (2007). Portfolio. Ein Entwicklungsinstrument für selbstbestimmtes Lernen. Eine explorative Studie zur Arbeit mit Portfolios in der Sekundarstufe I (2. ed.). Schneider-Verlag.

Little, D. (2012). The European Language Portfolio: history, key concerns and future prospects. In B. Kühn & M. L. Pérez-Cavana (Eds.), Perspectives from the European language portfolio: Learner autonomy and self-assessment (pp. 7–21). Routledge.

Little, D. (2019). The European Language Portfolio: Past Success, Present Reality, Future Prospects. In S. Ballweg & B. Kühn (Eds.), Portfolioarbeit im Kontext von Sprachenunterricht. Neue internationale Entwicklungen (pp. 17–35), Universitätsverlag Göttingen.

Credits

This resource has been created by Projet PEP (discuss • contribs) (Erasmus+ project, cofinanced by the European Commission) :

Lisa Brinkmann (Universität Hamburg)
Christoph Hülsmann (Paris Lodron Universität Salzburg)

Portal: Plurilingual education

	A) To evaluate students through standardized testing.
	B) To enhance authentic learning experiences and foster cultural appreciation.
	C) To store and transport artistic works.
	D) To focus solely on improving writing skills.

	A) It emphasizes standardized testing as the primary assessment tool.
	B) It encourages self-assessment and reflection.
	C) It can include diverse and multimodal content, such as written and digital formats.
	D) It integrates learning, teaching, and assessment into one cohesive process.