La Reflexión en el portfolio de lenguas europeo: ¿Responde el Portfolio Europeo de Lenguas a nuestras necesidades?

In the past three decades, the whole university system has been undergoing a global shift to a new way of creating and using knowledge (Ramsden: 3). This shift brings together disciplines and encourages a practical approach focused on the learner through massive information systems like the internet. The pressures on university teachers have increased greatly, but the aim of teaching still remains the same: learning. All our teaching, assessing and planning need to be reconsidered in the current context of optimum learning; which in turn, argues for a reflective approach as a necessary condition for the improvement of teaching and learning. The onus on language teachers is identical. The latest European Language Policy supports an autonomous and reflective approach (CoE, 2007: 46). At all levels, university participants are being requested to engage in the development of a […] reflective academic community for the quality of its teaching and learning (Ramsden: 231-2). This presentation examines the concept and practice of reflection in teaching and learning encouraged by educational theories, moving on to analyse the way in which the European Language Portfolio promotes reflective practice at learner level –and by proxy, at teacher level. In an attempt to evaluate the portfolio as a reflective tool, this presentation considers the benefits and drawbacks of using a ready-made tool for reflection and some alternative ways to enhance it.