Abstract:
The rationale for using portfolios in foreign language instruction in the high school and college classrooms as well as guide to implementing portfolios in a foreign language classroom are combined to aid teachers in assessing acquisition of the language by his or her students. Part One will discuss the pedagogical framework, or rationale, for using portfolios in a foreign language classroom. This framework is made up of three parts. The first part involves establishing key elements necessary for active learning to take place. Active learning involves students reflecting on ideas and creating their own, as opposed to passive learning in which the students only take in ideas from the teacher. The second part describes how these elements are involved in foreign language acquisition. The third part demonstrates the effectiveness of student portfolios as an assessment tool that more accurately measures the achievement of active learning in the classroom. Part Two is a suggested guide for foreign language educators on how to implement portfolios in the classroom.
