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Sally Rehorick

Sally Rehorick has contributed broadly to the field of second language education at the provincial, national and international levels. She has served as director of major program and policy development projects for the provincial government and has organized and delivered numerous workshops for second language educators and administrators. She was co-editor of the Canadian Modern Language Review for six years, publishing 25 volumes. She was named founding faculty member of Miyazaki International College in Japan where she taught in the Faculty of Comparative Culture for two years. She has conducted research in the area of discipline-based second language learning.

In 2004, Sally led a national task force for the Department of Canadian Heritage to determine the challenges and strategies for Canada to meet the federal government's goal for the year 2013: double the proportion of graduates from Canadian high schools who are functionally bilingual in French and English. Her report Plan 2013: Strategies for a National Approach to Second Language Education has been distributed to the provinces and territories to aid in their planning. Sally's current research revolves around language portfolios; she is participating in a research project at the European Centre for Modern Languages concerning the implementation of the European Language Porfolio.

Workshops/Presentations offered:

Title of Workshop/Presentation: Applicability of the European Language Portfolio to the Establishment of a Pan-Canadian Language Portfolio Language of Delivery: English Target Audience: All programs, all levels Session Description: The goal of this workshop is for participants to learn about the European Language Portfolio (ELP) and to discuss its possible relevance to Canada. The ELP is a 3-part document for learners to show their competence in different languages (including their first language), to describe their contacts with other cultures, and to guide their language learning. Based on the European Common Framework for describing language competence, the ELP is developed by each country to meet their own needs and target groups. The Language Passport, which is one part of the ELP, has a similar format and “look” so that the information about the learner is standardized from one country to the next. Thus the ELP succeeds in promoting learner autonomy and mobility, within a standardized transnational format. Each portfolio, as developed by a member state, goes through a rigourous piloting and validation process so that consistency and quality are maintaiined, a process which generally takes two to three years. There are now more than 1.25 million portfolio users across Europe. Preferred Length of Time: 30 minutes (for keynote) and up to 3 hours for a workshop Strand Identifying Keywords: language portfolios, measurement, learner autonomy Other Considerations: