ABSTRACT
This chapter examines the actions needed for the effective introduction of the ELP as a basis for language learning from a school management point of view. The portfolio approach aims to develop and provide internationally comprehensible documentation of learners’ plurilingual and pluricultural profiles. It also addresses the development of lifelong learning skills and encourages awareness related to communication in multilingual and multicultural settings. In order to apply this approach, stakeholders must embrace a new awareness of language teaching and learning and develop complementary skills and competences. The ability to communicate effectively within academic, professional and social contexts that are multilingual and multicultural requires an action-oriented, learner-centred and reflective pedagogical approach (Council of Europe, 2001). This should include both the explicit development of the capacity to learn (see, e.g., Harris, 2002; Cohen and Macaro, 2007; Cottrell, 2008) and intercultural competence (see, e.g., Byram et al., 2002; Byram, 2003; Zarate et al., 2003; Lussier, 2006, 2007). Additionally implied is a new, multimodal assessment culture for the process and products of learning so as to ensure transparency and comparability (Council of Europe, 2001: 177–196; Lenz and Berthele, 2010).
