The ELP in Secondary

Firstly, the ELP is closely related to Common European Framework of Reference Languages (CEFR in advance). It´s an advantage because develops unified guidelines on language learning and teaching for all European states to serve as a guide for both, pupils’ and teachers’. Also, it is a very well instrument to reflect on what language and languages are, on what it means to learn languages, on the abilities that must be developed in language learning and to carry out a follow-up of them. 

In addition, it encourages a learning and teaching linguistic more reflective, at the same time that clarifies and specifies the learning objectives in communicative terms. Simultaneously promotes self-assessment in the identification of acquired competences, linguistic needs or learning objectives. Furthermore, it fosters an educational change towards a teaching model that gives greater responsibility to the students in their own learning. 

On the other hand not everything is positive for the students also it is right for the teacher because among other things it increases their knowledge and teaching skills in the framework of the pedagogical approach(communicative, constructivist, cognitive, etc.). Besides it increases coordination among the different language teachers in the centers. 

However, not everything is advantages, some of the disadvantages nowadays is that ELP is not extended everything that should by the classrooms of Spanish schools, in fact a few schools incorporate this tool. In addition a handicap is only recognized in European states so, these students traveling outside the European Union find themselves with a legal void regarding to the identification and accreditation of the languages learned. 

In spite of this and to sum up, in my humble opinion I think that in general terms the ELP it is a good tool to train the student, while developing awareness towards diversity of cultures and therefore of languages.