Abstract
Originally used in artistic circles, the portfolio has gained considerable ground in the education field, where it serves a multitude of functions, both academic and professional. It is also a rapidly evolving tool, notably due to advances in Web 2.0 technology that have opened the way to new pedagogical potentials. The portfolio is also prominent in second-language teaching and learning programs, as witnessed by the European Language Portfolio (ELP), which was developed and piloted by the Council of Europe and is used as a support tool in line with the ISSN 1518-3483 Licenciado sob uma Licença Creative Commons Rev. Diálogo Educ., Curitiba, v. 10, n. 31, p. 581-592, set./dez. 2010 582 KARSENTI, T.; COLLIN, S. Rev. Diálogo Educ., Curitiba, v. 10, n. 31, p. 581-592, set./dez. 2010 Common European Framework of Reference for Languages (CEFR). In this context, we present Eduportfolio, a flexible electronic portfolio that can be adapted to a variety of educational contexts, including second language (L2) education. We draw a portrait of the portfolio in education, including the advantages of the electronic version. We then present Eduportfolio along with some empirical results to illustrate eportfolio use in French second language (FSL) teaching and learning.
Highlights
Common European Framework of Reference for Languages (CEFR)
The portfolio can be used as a self-assessment tool to foster learner autonomy and responsibility for the learning process (LITTLE, 2005), accompanied by a self-assessment grid; c) reflective function: the above-mentioned self-assessment function is part of the reflective function, whereby students adopt a critical attitude toward their learning (GRESSO; LOMIKCA, 1999)
Note that the paper version does not provide this social function, which emerged with the technological advance of the electronic portfolio, and is specific to the eportfolio
Summary
The portfolio originated in artistic circles, the idea being that artists could get their works exhibited by presenting a set of representative examples. Its progressive nature allows insight into both learning processes and outcomes (BELANOFF; DICKINSON, 1991; GOUPIL; PETIT; PALLASCIO, 1998), as it represents the student’s learning path This function can be exploited professionally: job candidates can show potential employers how their skills have developed (BUCHETON, 2003); b) assessment function: the portfolio is often used as a complementary assessment tool (GRESSO; LOMICKA, 1999). The European Language Portfolio (for a more detailed description of the ELP, see Council of Europe (2004) and Little (2010) comprises three parts: the Language Passport, which provides an overview of the individual’s proficiency in different languages at a given point in time in terms of the common reference levels; the Language Biography, which provides a multilingual perspective on the learner’s experience with different languages; and the Dossier, where the learner documents examples of personal works to illustrate the competencies listed in the Language Passport and Language Biography Note that these three parts can be combined in various forms and used at various times throughout the L2 program. This would make it easier for teachers to assess the different competencies
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