Portfolios to Assess Literacy and Second Languages: An Annotated Bibliography

For a few years now I’ve been interested in the topic of using portfolios and asset-based (also known as strength-based) approaches to assessment. Significant theoretical research and applied classroom practice has been done in the field of alternative assessment, and specifically in area of using portfolios and e-portfolios.

The practice of using portfolios for second and foreign language teaching has increased in popularly, with an increased understanding and adoption of the Common European Framework of Reference for Languages. Almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy. However, there is little collaboration between those who work in literacy and those who teach second and modern languages.

This annotated bibliography is an attempt to collect, select and share resources that may be relevant, helpful and useful to professionals working in both the second language and literacy sectors. The deeper values that guide this work are predicated on the belief that researchers and practitioners working in both fields have much in common and would benefit greatly from increased dialogue and shared resources.

Download a copy here: http://hdl.handle.net/1880/51923

Check out these related posts:

Student portfolios for Language Learning: What They Are and How to Use Them

Using Portfolios for Effective Learning

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.