Publication Date
3-1-2007
Abstract
On a Goethe-Institut-sponsored trip to Germany in 2001, world language consultants (a term that has now replaced that of supervisor) of several state departments of education were so inspired by the potential for improving and recording student learning they saw in using the European Language Portfolio that they immediately set about to create a similar tool for American students. This effort resulted in the self-assessment, reflective-learning tool, LinguaFolio. Five states—Kentucky, Virginia, South Carolina, North Carolina, and Georgia— are now collaborating to orient teachers to LinguaFolio and guide them in its use. The first part of this article describes the five-state project: what LinguaFolio is, how, and why state supervisors came to develop and promote it, and what has been learned from early pilots. Then, the discussion focuses on how to develop students’ capacities to self-assess their language competencies, examine their cultural interactions, and reflect on their learning styles and strategies. Examples of activities that can be embedded into daily lessons are provided to demonstrate how little by little teachers can guide students to become more reflective and autonomous learners.
Recommended Citation
Van Houten, Jacque Bott
(2007)
"NCSSFL’s LinguaFolio Project,"
Dimensions: Vol. 42, Article 2.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol42/iss1/2