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This paper addresses the reconceptualization of the ELP as a Personal Language Learning Environment (PLLE), encouraging learners towards greater self-regulation. Such a development fits in with the pedagogical function of the ELP by scaffolding the plurilingual, lifelong learning of languages. Web 2.0 social media tools allow learners to work with their teachers at distance and over a longer period of time than is commonly possible within the restrictions of traditional language courses. Learners experience greater flexibility and choice in communication in both formal and informal contexts, enabling greater autonomy. Web 2.0 tools such as blogs give learners the opportunity to produce archives of authentic linguistic performances or communicative products that can be related to descriptors from the Common European Framework of Reference for Languages to provide contextualized evidence of proficiency and progress. The resulting language learning “footprint” is designed as a PLLE, potentially comprising linguistic performances in a number of languages in a number of settings that are relevant to the learner. This Web 2.0 PLLE may be designed either as an extension to the existing structure of the European Language Portfolio, or in a more radical scenario, its logical replacement, while maintaining the pedagogical function of the ELP.
Haines et al. (Tue,) studied this question.