Accredited and registered ELP by dates
Disclaimer
Portfolio models are not property of the Council of Europe. Whilst the models listed here were accredited by the European Language Portfolio Validation Committee between 2000 and 2010 or registered by the Language Policy Unit between 2011 and 2014, the Council of Europe takes no responsibility for their content.
In no event, the Council of Europe shall be held liable for any special, indirect, incidental or consequential damages that may arise as a result of the use of, or reliance on, any information contained in the European Language Portfolio models.
Models can be downloaded from the internet, for personal use, free of charge or purchased from the publishers.
2000
1.2000 Switzerland - Model for young people and adults
2.2000 France - Model for children accompanied by a Guide for Users (available in French only)
3.2000 Russian Federation - Model for learners in upper-secondary education
4.2000 Germany - North Rhine-Westphalia - Model for learners in lower-secondary education
5.2000 France - Model for young learners and adults [5.2000 rev. 2006]
6.2000 EAQUALS/ALTE - Model for adult learners [6.2000 electronic version]
2001
7.2001 Czech Republic - Model for learners in lower-secondary education (11 to 15 years old)
8.2001 United Kingdom - Model for young children
9.2001 United Kingdom - Model for adults (with a particular, but not exclusive, focus on learners of languages for vocational purposes)
10.2001 Ireland - Model for learners in post-primary education
11.2001 Ireland - Model for use in primary education with a specific target group: immigrants learning the language of the host country (11.2001 rev. 2004)
12.2001 Ireland - Model for use in post-primary education with a specific target group: immigrants learning the language of the host country (12.2001 rev. 2004)
13.2001 Ireland
13.2001a - Model for newly arrived adult immigrants learning the target language of the host country (superseded by 37.2002)
13.2001b - Model for adult immigrants who have already spent some time in the country and are learning the target language of the host country (superseded by 37.2002)
14.2001 Ireland - Model for adult immigrants preparing for mainstream vocational training and employment
15.2001 Hungary - Model for learners in secondary education
16.2001 Hungary - Model for learners in primary education
17.2001 Hungary - Model for adults
18.2001 The Netherlands - Model for learners in upper secondary vocational education
19.2001 Sweden - Model for learners in upper secondary and adult education including vocational education
20.2001 Portugal - Model for learners aged 10 to 15
21.2001 Portugal - Model for learners in upper-secondary education
21.2001 Port.IIUM/UCP – Portugal - Portuguese Catholic University and Macau Inter-University Institute - Model for adult learners
22.2001 Czech Republic - Model for learners up to 11 years old
23.2001 Czech Republic - Model for learners in upper-secondary education
24.2001 Austria - Model for learners in upper-secondary education
2002
25.2002 Italy - Umbria - Model for learners in lower-secondary education
26.2002 Italy - Piedmont - Model for learners in primary education
27.2002 Russian Federation – Model for language teachers, translators and interpreters
28.2002 Russian Federation – Model for learners in primary education
29.2002 CERCLES (European Confederation of Language Centres in Higher Education) – Model for learners in higher education: 29.2002-CZ 29.2002-SK 29.2002-IT 29.2002-SP 29.2002-DE
30.2002 Italy - Lombardia – Model for learners in lower-secondary education
31.2002 Russian Federation - Model for learners in lower-secondary education
32.2002 Germany – Thüringen
- 32.2002a - Model for learners in primary education
- 32.2002b - Model for learners in grades 5 to 9
- 32.2002c - Model for learners in grades 10 to 12
33.2002 The Netherlands - Model for learners aged 9 to 12
34.2002 The Netherlands
- 34.2002a - Model for learners aged 12 to 15
- 34.2002b - Model for learners aged 15+
35.2002 European Language Council – Model for learners in higher education
35.2002-DE 35.2002-DK 35.2004-SP
36.2002 The Netherlands (CINOP) - Model for adult second language learners
37.2002 Milestone - Model for learners of the host community language
2003
38.2003 French-speaking Community of Belgium – Model for children in primary education
39.2003 French-speaking Community of Belgium – Model for learners in upper-secondary education
40.2003 Italy - Model for learners in higher education
41.2003 United Kingdom - Northern Ireland - Model for learners in primary school
42.2003 Slovak Republic - Model for learners aged 11 to 15
43.2003 Greece - Model for learners aged 12 to 15
44.2003 France - Model for learners in lower secondary education
45.2003 Georgia - Model for learners aged 15+
46.2003 Germany - City of Hamburg - Model for learners in lower-secondary education
47.2003 Turkey - Model for learners aged 15 to 18
48.2003 Model for learners in vocational sectors developed by Sofia University with partners in 5 European countries.
The five linguistic versions were issued with the following numbers:
Bulgarian: 48.2003-BG English: 48.2003-EN French: 48.2003-FR
German: 48.2003-DE Italian: 48.2003-IT
49.2003 (8.2001- IT) - Italy - Model for learners in primary education
50.2003 Spain - Model for learners aged 3 to 7
51.2003 Spain - Model for learners aged 8 to 12
52.2003 Spain - Model for learners aged 12 to 18
53.2003 Bulgaria - Model for learners aged 6 to 10
54.2003 Italy - Turin - Model for learners aged 15+ and adults
2004
55.2004 Czech Republic - Model for adult learners
56.2004 Turkey - Ankara University - Model for adult learners
57.2004 Slovenia - Model for learners 11 to 15
58.2004 Austria - Model for learners aged 10 to 15
59.2004 Spain - Model for adult learners
60.2004 Sweden - Model for learners aged 6 to 11
61.2004 Sweden - Model for learners aged 12-16
62.2004 Poland - Model for learners aged 10-15
63.2004 Austria - Cernet - Model for learners aged 10 to 15
64.2004 Italy - Puglia - Model for learners aged 14 to 20
65.2004 Italy - Bolzano - Model for learners in primary education
65.2004-VA - Language version for use in the Autonomous Region of Val d'Aosta
2005
66.2005 Ireland - Model for learners in primary education
67.2005 Switzerland - CDIP – Model for learners in lower-secondary education [67.2005 rev. 2007]
68.2005 Austria - Pädagogische Institut Wien - Model for learners aged 14 to 18
69.2005 Italy - Bolzano – Model for learners in lower-secondary education
2006
70.2006 United Kingdom - Model for junior learners
71.2006 Croatia – Model for learners aged 11 to 15
72.2006 Poland - Model for learners aged 6 to 10
73.2006 Lithuania - Model for learners in upper-secondary education
74.2006 Iceland- Model for learners in lower-secondary education
75.2006 Iceland - Model for learners in upper-secondary education
76.2006 Poland – National In-service Teacher Training Centre - Model for learners aged 16+
77.2006 Germany - Thüringen - Thüringer Volkshochschulverband - Model for adults
78.2006 Croatia - Ministry of Science, Education and Sports - Model for learners aged from 15 to 19
79.2006 Turkey - Bilfen Schools - Model for learners aged 10 to 14
80.2006 Turkey - Model for learners aged 10 to 14
81.2006 Croatia – Model for learners aged 7 to 10
82.2006 Slovenia – Model for upper-secondary school learners aged 15 to 19
83.2006 Cyprus – Model for learners aged 12 to 15
84.2006 Latvia - Model for adult learners
2007
85.2007 Turkey – Bilfen Schools - Model for young learners in primary education (ages 5 to 9)
86.2007 Armenia - Model for young learners aged 6 to 10
87.2007 Poland - Model for very young learners aged 3 to 6
88.2007 Austria - Österreichisches sprachen kompetenz zentrum (OSZ) - Model for learners aged 15+
89.2007 The Netherlands - Dutch National Bureau for Modern Languages electronic ELP
90.2007 Germany – Hessen - Verbundprojekt ‘Sprachen lehren und lernen als Kontinuum’ Koordinierungsstelle – Model for lower-secondary learners (grades 3 to 10)
91.2007 Austria - Verband Österreichischer Volkshochschulen - Model for adult learners
92.2007 Latvia - State Language Agency - Model for young learners aged 7 to 12
93.2007 Estonia – Model for lower-secondary learners aged 12 to 16
2008
94.2008 Austria - Vienna Board of Education - Regional model for primary learners aged 6 to 10
95.2008 Switzerland - CDIP - Model for young learners aged 7 to 11 (including a Portfolino for children aged 4 to 7)
96.2008 Albania - Ministry of Education and Science - Model for upper-secondary learners aged 15+
97.2008 Norway - Directorate for Education and Training - Model for lower- and higher-secondary school learners
2009
98.2009 Spain - Technical University of Madrid - Model for Academic and Professional purposes
99.2009 Austria - OSZ - Model for young learners aged 6 to 10
100.2009 Norway - Norwegian Directorate for Education - Model for young learners aged 6 to 12
101.2009 Italy - Val d’Aosta / Bolzano - Model for upper-secondary learners aged 14 to 19
102.2009 Belgium - Flemish Secretariat of Catholic Education (VSKO) - Model for young learners aged 10 to 14
103.2009 Albania - Ministry of Education and Science - Model for students aged 18+
2010
104.2010 France - Editions Didier - Model for young learners aged 6 to 10
105.2010 Spain - Ministry of Education and Science - Model for learners aged 14+. Electronic ELP
106.2010 Albania - Ministry of Education and Science - Model for learners aged 11 to 14
107.2010 Lithuania - Ministry of Education and Science - Model for learners aged 11 to 15
108.2010 ELP for the Blind and Visually Impaired (ELPBVI) electronic ELP
109.2010 Slovenia - Ministry of Education and Sport -Model for adult learners
110.2010 Greece - Hellenic Pedagogical Institute - Model for learners aged 9 to 12
111.2010 Montenegro - Bureau of Education Services - Model for learners aged 12 to 15
112.2010 Italy - Università degli Studi Guglielmo Marconi, Rome - Model for students aged 16+ electronic ELP
113.2010 Norway - Directorate for Education and Training - Model for adult migrants
114.2010 Turkey – İTÜ Development Foundation Schools - Model for learners aged 7–9 (electronic ELP)
115.2010 Turkey – İTÜ Development Foundation Schools - Model for learners aged 10–14 (electronic ELP)
116.2010 Portugal – Direcção Geral de Inovação e de Desenvolvimento Curricular - Model for learners aged 6–10
117.2010 France – Université Montesquieu-Bordeaux IV - e-ELP model for university students
118.2010 Slovenia – Ministry of Education and Sport - Model for learners aged 6–10
2011
2011.R002 Germany – Mainz - Institut für Interkulturelle Pädagogik im Elementarbereich. Model for children aged 3 to 7.
Models are available in DE EN IT TU
In order to achieve the European Union’s objective of every citizen being able to communicate in three languages, more ideas have to be developed and implemented so that all children – those with non-German mother tongue and those with German mother tongue – are getting familiar with multilingualism as early as possible. The potential that is arising from the fact that many children in day-care institutions are fluent in more than one language is by far not being fully utilized yet. It is for that reason that when conceiving a project about education and multilingualism IPE chose the group of children aged 3 to 7 as its target group. Children aged 7 were involved in order to find opportunities for using the language portfolio also in the transition from elementary to primary education, thus motivating teachers to continue working with the european portfolio in primary school.
Many Kindergarten have already introduced portfolios, e.g. for documenting progress in the development and learning progress of children. Those experiences with portfolios can be utilized in order to introduce a language portfolio or to incorporate it with its core elements in the general portfolio, especially if the general portfolio already includes an area of learning „Communication“ and/or „Language“. The ELP for children aged 3 to 7 is being offered to day-care institutions in a slipcase containing material for children as well as the manual for educators.
Material for children.
Work sheets for children are being supplied as loose-leaf-collection so that they can be photocopied individually. They are intended especially for working on the language biography. Form and design of the dossier is left to educators and children in the individual institutions. Suggestions on that are to be found in the manual. As for the Language Passport, a CERF version adapted to the age group 3 to 7 is also offered.
Manual for educators
During the trial phase, educators very often expressed their wish not only to have material (for children) but to be given also a manual for educators in which ELP’s conception and objectives are explained and which includes helpful suggestions on how to work with the material, with parents and with primary schools. Contact
2012
2012.R003 Ireland - The Japanese Teachers of Ireland – Model to support the learning of Japanese in the Irish post-primary curriculum [10.2001]
This version is an adaptation of ELP Accreditation no:10.2001 to support the teaching and learning of Japanese in the Irish post-primary curriculum. Contact
2012.R004 Turkey - British Educational Affairs- BEDAF - Model for university students
Language passport - ELP (For Teenagers & Young Adults version)
This is the only model developed for university students who study English as a foreign language intensively in the English preparatory classes of universities. Contact
2012.R005 Belgium – Integratiecentrum Foyer- Model developed for young learners aged 6 to 12 years.
Language biography
This portfolio is made of four parts: Passport, Biography, Dossier and a guide for the students. The Passport is entirely bilingual French/Dutch: the students fill in this part with informations about themselves and about their knowledge of languages. It is a creative instrument.
The biography is present in four combinations of languages:
1. Dutch French Italian
2. Dutch French Roumanian
3. Dutch French Turkish
4. Dutch French Spanish.
The levels of the CEFR present in the biography are A1, A2, B1. In this parts the students can check their progress in the three languages. In the Dossier (Dutch and French) the students reflect on their contacts with other languages and other cultures. They are led to think about the way they study a new language. The theory of professor Howard Gardner is proposed to the students and they reflect on their intelligence/ intelligences and on the way they can study a language with their intellingence. The guide is written in Dutch and in French and helps the student to understand the contents of the Portfolio. Contact
2012.R006 Turkey – American Culture Language Schools - Model for adults
This ELP model has specifically been designed for Turkish adult students who study English at American Culture Language Schools in Turkey. The "can do" statements are also the descriptors selected and placed in the model as the goals in the language programme provided. The ACLS system does not introduce formal exams but the ELP based self-assessment to move on from one level to the other. Therefore the model registered will also be the tool for the evaluation system. Contact
2012.R007 Turkey - British Educational Affairs- BEDAF - Model for young learners (6-12)
This model has been designed for young learners aged between 6 to 12 who study English intensively in private primary schools, and the format and the descriptors are specifically referring to interests, linguistic and intercultural development of this age group. Contact
2013
2013.R008 MAYA ELP for young learners aged 7-14, Ankara Maya Schools, Turkey
2013.R009 submitted by the Ministry of Education and Religious Affairs, Culture and Sports of Greece
2013.R010 British Test Centre of English , Turkey
2013.R011 submitted by the Cyprus Ministry of Education and Culture for children aged from six to twelve years old
2014
2014.R012 Czech Republic - The Regional Centre of Education and Language School, Pilsen – Model available in 6 languages: Czech, English, German, French, Spanish and Italian, each in 4 age-group versions.
The Czech ELP online application is innovative in itself as it is provided for free and it is accessible to everyone of all ages. The ELP application is fully available in 6 languages: Czech, English, German, French, Spanish and Italian, each in 4 age-group versions. The ELP application is accompanied by the explanatory Manual. There are several parts of the ELP which can be considered for innovative:
- chosen parts are shared between a teacher and pupils (Teacher Interface)
- the Language Biography was enriched by the parts: Experiences from Journeys, Me and Other Cultures, Learning Strategies, Learner Types,
- Chosen Checklists for self-assessment are accompanied by illustrative tasks.
Contact
2014.R013 UK – Scotland - Scotland's National Centre for Languages (SCILT) – Model for junior Scottish learners (P6-P7)
An ELP created with junior Scottish learners (P6-P7) in mind. CEFR descriptors have been cross referenced with Scottish Curriculum for Excellence levels up to 3rd level. The ELP may be used to facilitate evidence gathering, contributions to e-portfolios, primary/secondary transition or to support the implementation of the "1+2 Approach to Languages" policy. Contact
2014.R014 Slovak Republic, National Institute for Education - Štátny pedagogický ústav, Bratislava (ŠPÚ). Model designed for language learners up the age of 16+ in formal and informal education.
Language passport - ELP model
The European Language Portfolio 16+ is a model designed for language learners up the age of 16+ in formal and informal education. The language activities and reference levels A1 – C2 of the Common European Framework of Reference for Languages are covered in the European Language Portfolio model. The model is provided in more languages, i. e. the Language Biography and Dossier are provided in Slovak, English, German and French; the Language Passport is available in two versions: English-Slovak, French-Slovak. It is also recommended to use the European Language Portfolio 16+ in other languages, e. g. mother tongue, second language, foreign language, even if the language itself is not mentioned in the ELP model. The learner can document his/her results and achievements in any language learning, either inside or outside the school, some space bellow and alongside each descriptor is provided to record comments/notes. The model can serve as an overall frame of learner’s plurilingual and intercultural competences in the European area. The European Language Portfolio model also promotes the concept of European citizenship, supports goal setting, learning how to learn, self-assessment and learner’s autonomy. Contact
2014.R015: Finland - University of Tampere, Department of Teacher Education/National Board of Education. Model for primary learners grades 1-3
2014.R016: Finland - University of Tampere, Department of Teacher Education/National Board of Education. Model for primary learners grades 4-6
2014.R017: Finland - University of Tampere, Department of Teacher Education/National Board of Education. Model for secondary learners grades 7-9.
2014.R018: Greece - PALSO
2014.R019: Spain, IES San José, Villanueva de la Serena. Model for Secondary Students aged 12-16.
This ELP model is based on existing offcicial models but adjusted to our educational background and needs. It is suitable for students in secondary schools from 12 to 16 years old. Our design displays all information in a colorful, visually appealing format to make it more user friendly for students in any school. The ELP is available in fillable pdf format that saves the changes that are progressively introduced by the document's owner. Users can download this model for free here (with Acrobat Reader or another program to edit pdf documents). Thanks to its portability, users can upload the model to a cloud server in order to have it always available on any computer.
Contact
2014.R020: Albania, Ministry of Education, model for learners aged 8-12, Italian version
The language activities and CEFR references levels A1-A2 are covered in this ELP model which is provided in three languages: Albanian, Italian and English. English language is part of the titles of activities and main information. This ELP is dedicated to young learners who study Italian language and they can document his/her results and achievements in the language learnt, either within or outside of school. It is easy, colourful and practical for use . It explains the why students need to study foreign languages, supports goal setting, learning how to learn, self-assessment and learner’s autonomy. Teachers of Italian language who will use this model are provided and trained about the use of this document. The Ministry of Education and Sports issues every beginning of the School year guidelines about the implementation and importance of the ELP.
2014.R021: Luxembourg, Ministère de l’Éducation nationale de l’Enfance et de la Jeunesse / Service de la scolarisation des enfants étrangers. Model for young learners with immigrant background, aged 7-12 years in primary schools.
The language activities and CEFR references levels A1-B2 are covered in this ELP model which is provided in two languages: French and German. The titles of activities and multiple of information is provided in four languages: French, German, English and Luxembourgish. The young learner can document his/her results and achievements in any language learnt, either within or outside of school. The model can serve as an overall frame of the learner’s plurilingual and intercultural competencies. It supports goal setting, learning how to learn, self-assessment and learner’s autonomy.
Contact 1 - Contact 2
2014.R022: Albania, Ministry of Education, model for learners aged 11 to 14, Italian version
This ELP model is based on existing official models but adjusted to educational background and needs of students and teachers of Italian language. The language activities and CEFR references levels A1-B1 are covered in this ELP model which is provided in three languages: Albanian, Italian and English. English language is part of the titles of activities and main information. It is suitable for students in upper elementary School, age group 11-14 years old. The ELP has comprised in a simple and practical unified document portfolio, language biography and the Dossier. It explains the why students need to study foreign languages, supports goal setting, learning how to learn, self-assessment and learner’s autonomy. Teachers of Italian language who will use this model are provided and trained about the use of this document. The Ministry of Education and Sports issues every beginning of the School year guidelines about the implementation and importance of the ELP.
2014.R023: Albania, Ministry of Education, model for learners aged 15 +, Italian version
The European Language Portfolio 15+ is a model designed for language learners up the age of 15+ in formal and informal education. This ELP model is based on existing official models but adjusted to educational background and needs of students and teachers of Italian language The language activities and reference levels A1 – B2 of the Common European Framework of Reference for Languages are covered in the European Language Portfolio model. The learner can document his/her results and achievements in learning language either inside or outside the school, some space bellow and alongside each descriptor is provided to record comments/notes. The model can serve as an overall frame of learner’s plurilingual and intercultural competences in the European area. The European Language Portfolio model also promote the concept of European citizenship, supports goal setting, learning how to learn, self-assessment and learner’s autonomy. Teachers of Italian language who will use this model are provided and trained about the use of this document. The Ministry of Education and Sports issues every beginning of the School year guidelines about the implementation and importance of the ELP.
Language Policy Portal
www.coe.int/lang
European Centre for Modern Languages
(ECML) - Graz, Austria