using portfolios in elt

LUZ ANDREA VARGASVIVIANA C. FERNANDEZ

04/10/23 copyright 2006 www.brainybetty.com

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• The term portfolio derives from the Latin verb portare, meaning to carry and the Latin noun foglio, meaning sheets or leaves of paper.

•Collection of individual students’ work put together in a file or ring binder.

•They belong to the student and can be updated as language learning continues by adding to and taking away pieces of work.


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The collection must include the following:

• Student participation in selecting contents.

• Criteria for selection.• Criteria for judging merits.• Evidence of a student's self-

reflection.

• Portfolios became popular in the mid 1980s.

• Between 1998 and 2000 various ELP models were piloted in Europe.

• ELPs were launched throughout Europe in 2001.


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• Course portfolio • Professional portfolio • Teaching portfolio

– A summative portfolio – A formative portfolio OTHER TYPES

• Documentation Portfolio • Process Portfolio • Showcase Portfolio


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• Encouraging self-directed learning.

• Enlarging the view of what is learned.

• Fostering learning about learning.

• Demonstrating progress toward identified outcomes.

• Creating an intersection for instruction and assessment.

• Providing a way for students to value themselves as learners.

• Offering opportunities for peer-supported growth.


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• It is continuous and ongoing, providing both formative (i.e., ongoing) and summative (i.e., culminating) opportunities for monitoring students' progress toward achieving essential outcomes.

• It is multidimensional, • It provides for collaborative

reflection.


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1. Organization and Planning

2. Collection3. Reflection


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• They enhance learners’ motivation.• They help learners to reflect on their

own learning and achievement.• They enable learners to look for new

cultural experiences.• They lead to greater learner autonomy• Learners can work in their own time on

different sections of the LP.


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• The storage of portfolios can be problematic.

• As teachers portfolios involve the provision of the folder and the organisation of the contents, which can be time consuming.


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• Thoughtfulness.• Growth and development in

relationship to key curriculum expectancies and indicators.

• Understanding and application of key processes.

• Completeness, correctness, and appropriateness of products and processes presented in the portfolio.

• Diversity of entries


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• www.teachingenglish.org.uk/think/resources/portfolio.shtml

• http://www.pgcps.pg.k12.md.us/~elc/portfolio5.html

• http://ftad.osu.edu/portfolio/• English Teaching Forum

using portfolios in elt

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