Language portfolio as a strategy for teaching a second foreign language to master’s students in education studies
DOI:
https://doi.org/10.33910/2686-830X-2019-1-1-49-56Keywords:
language portfolio, project portfolio, second foreign language, learning strategy, practice-oriented learning modelAbstract
This article proposes a new look at the European language portfolio and its Russian version. Language instructors working with students from both language and non-language related programmes have traditionally seen it as a tool for tracking and evaluating students’ progress and providing feedback, as well as a tool for students’ self-assessment, self-control and a source of motivation. This paper aims to propose a new concept of a language portfolio and describe how this strategy can be applied within the Second Foreign Language for Professional Purposes course taught to education studies masters’ students in a Herzen University programme titled Foreign Languages within the Context of Modern Culture.
Inter alia, the paper describes a new training model and a new LP application strategy tailored for a different learning environment and a different set of students (master’s students in education studies learning a second foreign language). A more comprehensive approach to LP is offered, encompassing its use as a part of a learning course, a tool and a goal for studying a second foreign language, a tool for skills evaluation, self-assessment, self-reflection, motivation and self-guided study. This model also expands the project section traditional for the European language portfolio to accommodate for the students’ individual goals.
The suggested education model is a type of profession-specific, diversified, person-driven, project-based mixed and remote learning, which ensures the attainment of the aims of the course.
The language portfolio technique is ideally suited for the master’s programme, since the training time within the Second Foreign Language in Professional Communication course is quite limited, while students require a different approach depending on their level of experience with the language. Thus, a language portfolio is a perfect tool to ensure that future language teachers attain the level of the second foreign language required be the new Federal State Education Standard.
References
ИСТОЧНИКИ
European Language Portfolio. [Online]. Available at: https://www.coe.int/en/web/portfolio (accessed 05.01.2019).
ЛИТЕРАТУРА
Мирошникова, О. Х. (2008) Компетентностный подход и проблематика внедрения технологии языкового портфеля в системе российского высшего образования. Образование и саморазвитие, № 1 (7), с. 82–86.
Рабочая программа дисциплины. Второй иностранный язык в профессиональном общении. Модуль «Лингвистический». 44.04.01 Педагогическое образование. Иностранные языки в контексте современной культуры. (2018) РГПУ им. А. И. Герцена. Электронная документация ОПОП. [Электронный ресурс]. URL: https://herzen-documents.acrodis.ru/programs_show-program.html?pid=6317&yr=2018&lvl=2&sgroup=54 (дата обращения 05.01.2019).
Щепилова, А. В. (2015) Потенциал языкового портфеля как компонента УМК по иностранному языку: образование и контроль обученности. В кн.: Человек. Язык. Время: Материалы XVII конференции Школы-семинара им. Л. М. Скрелиной с международным участием (Москва, 16–18 сентября 2015 г.). М.: МГПУ: Языки народов мира, с. 408–415.
SOURCES
European Language Portfolio. [Online]. Available at: https://www.coe.int/en/web/portfolio (accessed 05.01.2019). (In English)
REFERENCES
Miroshnikova, O. H. (2008) Kompetentnostnyj podkhod i problematika vnedreniya tekhnologii yazykovogo portfelya v sisteme rossijskogo vysshego obrazovaniya [Competency-based language teaching and the issues of implementing the language portfolio technology in Russia’s higher education system]. Obrazovanie i samorazvitie — Education and Self-Development, no. 1 (7), pp. 82–86. (In Russian)
Rabochaya programma discipliny. Vtoroj inostrannyj yazyk v professional’nom obshchenii. Modul’ “Lingvisticheskij”. 44.04.01 Pedagogicheskoe obrazovanie. Inostrannye yazyki v kontekste sovremennoj kul’tury [The work programme of the course. The second foreign language in professional communication. Module “Linguistic”. 44.04.01 Teacher education. Foreign languages in the context of modern culture]. (2018) RGPU im. A. I. Gertsena. Elektronnaya dokumentatsiya OPOP [Herzen State Pedagogical University of Russia. The electronic documentation of the main professional educational programme]. [Online]. Available at: https://herzen-documents.acrodis.ru/programs_show-program.html?pid=6317&yr=2018&lvl=2&sgroup=54 (accessed 05.01.2019). (In Russian)
Shchepilova, A. V. (2015) Potentsial yazykovogo portfelya kak komponenta UMK po inostrannomu yazyku: obrazovanie i kontrol’ obuchennosti [The potential of a language portfolio as a component of a foreign language coursepack: training and assessment]. In: Chelovek. Yazyk. Vremya: Materialy XVII konferentsii Shkoly-seminara im. L. M. Skrelinoj s mezhdunarodnym uchastiem (Moskva, 16–18 sentyabrya 2015 g.) [Person. Language. Time: Proceedings of the 17th Conference of L. M. Skrelina School-Seminar with International Participation (Moscow, 16–18 September 2015)]. Moscow: Moscow City University Publ.; Yazyki narodov mira Publ., pp. 408–415. (In Russian)
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