Abstract
This chapter presents the theoretical and methodological underpinnings of electronic portfolios for language learning. A means of archiving, documenting, and evaluating the development of student knowledge over time, the e-portfolio has only recently been recognized as a powerfully effective tool in language study and the development of communicative competence and cultural literacy. This chapter situates the language e-portfolio in the historical and geopolitical context in which it has taken shape in Europe and the USA over the past 20 years. It describes key players past and present in e-portfolio development, critical national and international political and educational initiatives that influenced the growth of e-portfolio usage and evolution, and a number of major initiatives in electronic portfolio usage in Europe and the USA from kindergarten to university, including the European Language Portfolio, LinguaFolio, and LaFolio. Additionally, the entry examines related assessment practices and rubrics used to evaluate student learning as manifest in e-portfolios. Finally, it discusses the kinds of structural, administrative, and financial support necessary to make e-portfolio usage “sticky” or long-lasting in foreign language teaching and learning at all levels of instruction.
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Notes
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Portions of this entry are reprinted with permission from Geoffrion-Vinci et al. (2013) “Of proficiency, prochievement, and (e)Portfolios: A blueprint for deep language-learning and assessment.” ADFL Bulletin, 42(2): 36–60.
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Toulouse, M., Geoffrion-Vinci, M. (2016). Electronic Portfolios in Foreign Language Learning. In: Van Deusen-Scholl, N., May, S. (eds) Second and Foreign Language Education. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02323-6_13-1
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