The European Portfolio for Student Teachers of Languages is a tool for reflection and self-assessment of the didactic knowledge and skills necessary to teach languages. It builds on insights from the Common European Framework of Reference and the European Language Portfolio as well as the European Profile for Language Teacher Education. Four years after its initial publication it has been translated into twelve European and Asian languages.To meet widespread demand this ECML publication provides materials which support its implementation in teacher education. The book entitled Using the European Portfolio for Student Teachers of Languages presents examples, discussions and research findings of how the EPOSTL is used in initial teacher education courses, in bi-lateral teacher education programs and in teaching practice. The accompanying folder and flyer feature, amongst other things, guidelines for strategic measures for introducing the EPOSTL in a particular institution.

The main aim of this title is to explore important theoretical issues, an understanding of which is necessary to support the use of the EPOSTL in teacher education programmes.

The European Portfolio for Student Teachers of Languages (EPOSTL) is a document intended for students undergoing their initial teacher education which encourages them to reflect on the didactic knowledge and skills necessary to teach languages, helps them to assess their own didactic competences and enables them to monitor their progress and to record their experiences of teaching during the course of their teacher education. It was developed for the European Centre for Modern Languages of the Council of Europe by a team of teacher educators from Armenia, Austria, Norway, Poland and UK, assisted by student teachers and teacher educators from all 33 member states of the ECML. Building on insights from the Common European Framework of Reference and the European Language Portfolio as well as the European Commission-financed project European Profile for Language Teacher Education - A Frame of Reference (Profile), it seeks to help prepare students for their future profession in a variety of teaching contexts. Further, the EPOSTL can facilitate discussion of aims and curricula between teacher educators working within different national or European contexts.

The European Language Portfolio aims to foster the development of learner autonomy, intercultural awareness and plurilingualism. Teachers of particular languages working on their own can use the ELP to promote learner autonomy, but the goals of intercultural awareness and plurilingualism invite us to use the ELP in all foreign language classes at all levels in the school. The guide introduces the language education policy that underpins the ELP, explores the key concepts that it embodies, and explains how to plan, implement and evaluate whole-school ELP projects. The ten case studies published on the project website illustrate various dimensions of ELP use and include practical suggestions and activities for teachers and learners.

2007 saw the publication of the European Portfolio for Student Teachers of Languages (EPOSTL) by the Council of Europe, the result of a project carried out under the auspices of the European Centre for Modern Languages. The central aim of this project was to produce a document which would contribute to the harmonisation of teacher education in Europe. The EPOSTL is a portfolio intended for students undergoing their initial teacher education which encourages them to reflect on the didactic knowledge and skills necessary to teach languages, helps them to self-assess their own didactic competences and enables them to monitor their progress and to record their experiences of teaching during the course of their teacher education. At its heart are 195 “I can” descriptors of didactic competences, which teachers strive to attain. The EPOSTL has since been translated into 13 languages and is used widely across Europe and beyond. The main aim of Insights into the European Portfolio for Student Teachers of Languages (EPOSTL) is to explore important theoretical issues, an understanding of which is necessary to support the use of the EPOSTL in teacher education programmes. The first part of the book provides discussions of relevant theoretical areas: the role of reflection, learner autonomy and intercultural awareness. In the second part, the focus is on the relationship between the EPOSTL and other European publications, such as the Common European Framework of Reference and the European Profile for Language Teacher Education. Suggestions are made as to how they can be used together in teacher education. The final section provides case studies on the use of the EPOSTL in three European countries. Whether users of the EPOSTL or not, both teacher educators and their students will find that the discussions of this book provide important insights into key aspects of teacher education.

This book contains accepted papers presented at ICEUTE 2020 held in the beautiful and historic city of Burgos (Spain), in September 2020. The 11th International Conference on EUropean Transnational Education (ICEUTE 2020) has been a meeting point for people working on transnational education within Europe. It has provided a stimulating and fruitful forum for presenting and discussing the latest works and advances on transnational education within European countries. After a thorough peer-review process, the ICEUTE 2020 International Program Committee selected 44 papers which are published in these conference proceedings achieving an acceptance rate of 41%. Due to the COVID-19 outbreak, the ICEUTE 2020 edition was blended, combining on-site and on-line participation. In this relevant edition, a special emphasis was put on the organization of five special sessions related to relevant topics as Role of English in Transnational Education and Teacher Training, Personalization and ICT: a Path to Educational Inclusion, Innovation and Research Findings in Engineering Higher Education, Practical Implementations of Novel Initiatives, and Innovation in Computer Science Higher Education. The selection of papers was extremely rigorous in order to maintain the high quality of the conference, and we would like to thank the members of the Program Committees for their hard work in the reviewing process. This is a crucial process to the creation of a high standard conference, and the ICEUTE conference would not exist without their help.

Teacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Its primary aim is to inform teacher education practice and stimulate additional research in the field by showcasing ground-breaking research on teacher preparation and professional development programs from around the globe as well as teacher educators’ experience in these varied educational contexts. The contributions illustrate several points of access into classroom research and pedagogy and add insight into the complexity of teacher preparation and professional development in this dynamic and constantly evolving sector. The depth of scholarship and breadth of experience represented by the contributors promises a productive and rewarding read. Originally published as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018).