DOI:

https://doi.org/10.14483/22487085.3773

Published:

2011-07-01

Issue:

Vol 13, No 2 (2011) July-December

Section:

Pedagogical Innovations

Portfolios across the EFL curriculum: methodological perspectives of their use in university settings

Portafolios a través del currículo de inglés como lengua extranjera: perspectivas metodológicas de su uso en entornos de las universidades

Authors

  • John J. Viáfara González UPTC
  • María Eugenia López Universidad Nacional de Colombia

Keywords:

portafolios en la enseñanza de inglés, metodología de la enseñanza del inglés, escritura como proceso, práctica docente, aprendizaje autónomo, inglés como lengua extranjera en universidades (es).

Keywords:

portfolios in ELT, English language teaching methodology, process writing, teaching practicum, autonomous learning, EFL in universities (en).

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Abstract (en)

This article emerges from the experience that two EFL university professors have accumulated for several years working with portfolios in tertiary education. Starting from the theoretical principles they have undertaken to guide their practices when using portfolios, they share their methodological procedures for ESP (English for Specific Purposes), academic literacy and teaching practicum courses. The authors describe in detail how portfolios are structured in each setting, enhancing autonomous and collaborative learning as well as the reflective teaching of the foreign language. In addition, the manuscript discusses the benefits students perceive portfolios bring since they can approach their literacy development as a process, be more creative as learners and prospective teachers, find meaningful contexts to learn and increase their metacognitive skills, among others. The pedagogical implications involve suggestions in regards to how role dynamics and power relations built around these artifacts, the need for suitable peer monitoring structures and for the creation of solid pedagogical frameworks to encourage autonomy.

Abstract (es)

Este artículo surge de la experiencia que dos profesores universitarios de inglés como lengua extranjera han acumulado por varios años trabajando con portafolios en nivel terciario de educación. A partir de los principios teóricos que han seguido para guiar sus prácticas al trabajar con portafolios, comparten los procedimientos metodológicos en cursos de inglés para propósitos específicos, escritura y lectura académica y práctica docente. Los autores describen en detalle como los portafolios se estructuran en cada situación promoviendo el aprendizaje autónomo y cooperativo al igual que la enseñanza reflexiva de la lengua extranjera. Además el manuscrito discute los beneficios que los estudiantes perciben en los portafolios ya que por medio de estos ellos pueden asumir su proceso de desarrollo de escritura y lectura como un proceso, ser más creativos como estudiantes y futuros profesores, encontrar contextos significativos para aprender e incrementar sus habilidades metacognitivas, entre otros. Las implicaciones pedagógicas incluyen sugerencias respecto a cómo la dinámica de las relaciones y las relaciones de poder se construyen alrededor de estas herramientas, la necesidad de estructuras de monitoreo entre compañeros que sean apropiadas y de marcos pedagógicos sólidos que motiven la autonomía.

References

Álvarez G. M. et al. (2004). Manual de tutoría universitaria. Barcelona: Octaedro.

Arter, J. & Spandel, V. (1992). Using portfolios of student work in instruction andassessment .Educational Measurement: Issues and Practice, 11 (1) , 36–44.

Ariza , A. & Viáfara, J. (2004). Involving students in evaluation of course aims through their perception of material field in portfolios. How, 11, 24 –36.

Barak,L. (2005). Portfolios as evidence of reflective practice: What remains untold. Educational research, 47(1),25-44.

Bintz, W. & Shakes,M. (2005). From university to classrooms: A preservice teachers’ writingportfolio program and its impact on the instruction in teaching strategies for writingportfolios in the classroom. Reading Horizons, 45 (3), 217-233.

Castro, L. (2002). El portafolio de enseñanza como herramienta y texto para la reflexiónpedagógica. Perspectiva Educativa, 3, 9-20.

Danielson, C. & Abrutyn, L. (1997). An introduction to using portfolios in the classroom.Alexandria, VA: Association for Supervision and Curriculum Development.

De Fina, A. (1992). Portfolio assessment: Getting started. New York: Scholastic.

Genesee, F & Upshur, J.A. (1996). Classroom-Based evaluation in second language education.Cambridge: Cambridge Language Education Series. Klenowski,V. (2000).Portfolios: promoting teaching . Assessment in education,7(2),215-237.

Little, D. (2009). Language learner autonomy and the European language portfolio: Two L2English examples. Language teaching. 42(2), 222–233.

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Muñoz, J. (2009). Exploring teachers’ practices for assessing reading comprehension abilities in English as a foreign language. PROFILE, 11(1), 71-84.

Paesani, K. (2006). Exercise de style: developing multiple competencies through a writingportfolio. Foreign Language Annals, 39 (4)),618-639.

Paulson F., Paulson, P. & Meyer, C. (1991). What makes a portfolio a portfolio? EducationalLeadership, 48,60-64.

Pertuz, W. (2006). El portafolio: un diálogo necesario para la cualificación de la escritura.Zona próxima, 7, 50-61.

Rué, J. (2008) El portfolio del alumno, herramienta estratégica para el aprendizaje. Aula deInnovación Educativa, 169, 29-33.

Valls, G. (2008). Una aproximación al concepto de portafolio del alumnado. Aula de InnovaciónEducativa, 169, 34-38.

Viáfara, J. & Álvarez, J. (2010). EFL in Colombia: a state of the art from ten years ofeducators publications. Paper in: 2nd Coloquio Internacional Sobre Investigación en LenguasExtrajeras. Universidad Nacional.

Williams, J.(2005). Teaching writing in second and foreign language classrooms. Boston: Mc GrawHill.

How to Cite

APA

Viáfara González, J. J., & López, M. E. (2011). Portfolios across the EFL curriculum: methodological perspectives of their use in university settings. Colombian Applied Linguistics Journal, 13(2), 114–129. https://doi.org/10.14483/22487085.3773

ACM

[1]
Viáfara González, J.J. and López, M.E. 2011. Portfolios across the EFL curriculum: methodological perspectives of their use in university settings. Colombian Applied Linguistics Journal. 13, 2 (Jul. 2011), 114–129. DOI:https://doi.org/10.14483/22487085.3773.

ACS

(1)
Viáfara González, J. J.; López, M. E. Portfolios across the EFL curriculum: methodological perspectives of their use in university settings. Colomb. appl. linguist. j 2011, 13, 114-129.

ABNT

VIÁFARA GONZÁLEZ, J. J.; LÓPEZ, M. E. Portfolios across the EFL curriculum: methodological perspectives of their use in university settings. Colombian Applied Linguistics Journal, [S. l.], v. 13, n. 2, p. 114–129, 2011. DOI: 10.14483/22487085.3773. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/3773. Acesso em: 18 oct. 2021.

Chicago

Viáfara González, John J., and María Eugenia López. 2011. “Portfolios across the EFL curriculum: methodological perspectives of their use in university settings”. Colombian Applied Linguistics Journal 13 (2):114-29. https://doi.org/10.14483/22487085.3773.

Harvard

Viáfara González, J. J. and López, M. E. (2011) “Portfolios across the EFL curriculum: methodological perspectives of their use in university settings”, Colombian Applied Linguistics Journal, 13(2), pp. 114–129. doi: 10.14483/22487085.3773.

IEEE

[1]
J. J. Viáfara González and M. E. López, “Portfolios across the EFL curriculum: methodological perspectives of their use in university settings”, Colomb. appl. linguist. j, vol. 13, no. 2, pp. 114–129, Jul. 2011.

MLA

Viáfara González, J. J., and M. E. López. “Portfolios across the EFL curriculum: methodological perspectives of their use in university settings”. Colombian Applied Linguistics Journal, vol. 13, no. 2, July 2011, pp. 114-29, doi:10.14483/22487085.3773.

Turabian

Viáfara González, John J., and María Eugenia López. “Portfolios across the EFL curriculum: methodological perspectives of their use in university settings”. Colombian Applied Linguistics Journal 13, no. 2 (July 1, 2011): 114–129. Accessed October 18, 2021. https://revistas.udistrital.edu.co/index.php/calj/article/view/3773.

Vancouver

1.
Viáfara González JJ, López ME. Portfolios across the EFL curriculum: methodological perspectives of their use in university settings. Colomb. appl. linguist. j [Internet]. 2011Jul.1 [cited 2021Oct.18];13(2):114-29. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/3773

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