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The biography helps the learner to set learning targets, to record and reflect on language learning and on intercultural experiences and regularly assess progress.
The European Language Portfolio was developed by the Language Policy Division of the Council of Europe, piloted from 1998 to 2000, and launched in 2001, the European Year of Languages. Central to the European Language Portfolio are the six levels of communicative proficiency defined in the Common European Framework of Reference for Languages. The descriptors in the different cells of the self-assessment grid are expanded into checklists of tasks that can be used to plan, monitor and evaluate learning. I can write notes giving simple information to friends, service people, teachers and others who feature in my everyday life.
I can write personal letters giving news and expressing my thoughts about music, films etc.



I can write notes or message to check information and ask about or explain problems with reasonable precision.
When learners can perform these tasks in another language they can record in their Language Passport that their level for writing in that language is B1.
Versions of the European Language Portfolio have been developed for language learners of all ages in all sectors of education – pre-school, primary, lower secondary, upper secondary, vocational, university, adult – in a large number of Council of Europe member states. A standard version of the Language Passport is recommended for use in European Language Portfolios designed for adults.
A shorter version of the Language Passport is part of the European Union’s Europass, which citizens can use to report their educational qualifications, professional experience and achievements.
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Custom x Report Video Please select the category that most closely reflects your concern about the video, so that we can review it and determine whether it violates our Community Guidelines or isn't appropriate for all viewers. The levels are summarised for the five skills of listening, reading, spoken interaction, spoken production and writing in the self-assessment grid (see below).
Transnational versions have also been developed by several International Non-Governmental Organisations (INGOs).



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