Development and Implementation of Student Portfolios in Foreign Language Programs

Bibliographic Data

ID8937446
AuthorsAmado M Padilla (0000-0003-2449-4714, Stanford University, corresponding author), Juan Cayetano Aninao (Dominican University of California), Hyekyung Sung (Stanford University)
Year1996
Volume29
Issue3
Pages429-438
Publication date1996-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.1996.tb01254.x
OpenAlexW1963978603
LanguageEN
Citations received9
References cited2

Issues related to portfolio development and use in assessing language learning in foreign language education are discussed. Among the issues are “audiences” and “purposes” of the portfolio. With teachers involved in an evaluation project of less commonly taught languages (Japanese, Chinese, Korean, and Russian) representing different educational levels (elementary and secondary), we collaborated in the design and implementation of student portfolios to examine growth in foreign language proficiency. The contents of portfolios were analyzed to determine their usability as a means of assessing foreign language learning. Analysis of the portfolios showed that many factors should be considered by teachers in deciding on contents and objectives of the portfolio. We conclude with a series of recommendations for foreign language educators interested in using portfolios to document their students' language learning progress

Business · Foreign language · Language acquisition · Language assessment · Language proficiency · Mathematics education · Pedagogy · Portfolio · Usability · Computer Science · Educational Research and Pedagogy · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education

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