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Using an e-portfolio to facilitate the self-assessment of both language and intercultural learning in higher education: A case-study approach

  • Fionnuala Kennedy is a lecturer in German and Intercultural Studies in the School of Humanities at Waterford Institute of Technology. Her research interests are in tandem language learning and intercultural competence.

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    Jennifer Bruen is a lecturer in German and Research Convenor in the School of Applied Language and Intercultural Studies at Dublin City University and researches in the field of applied linguistics.

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    Juliette Péchenart is a lecturer in French and chair of the BA in International Business and Languages in the School of Applied Language and Intercultural Studies at Dublin City University. Her research interests are in the field of applied linguistics and French for Specific Purposes (Business/Tourism).

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Published/Copyright: July 28, 2012
Language Learning in Higher Education
From the journal Language Learning in Higher Education Volume 1 Issue 1

Abstract

The focus of this paper is twofold: first, on the development of an electronic version of a European Language Portfolio (ELP), known as the LOLIPOP (Language On-line Portfolio Project) ELP, and second on its integration into an undergraduate module on Intercultural Communication in an institute of higher education in Ireland. The paper begins by looking at the European Language Portfolio in the wider context of portfolios in education. It then describes the development and key features of the LOLIPOP ELP, in particular the self-assessment of both linguistic and intercultural elements. It continues by explaining how the LOLIPOP ELP was integrated into the module in question. Finally, the paper presents the output from the participants in this study, focussing on their perceptions of the self-assessment process.

Keywords: ePortfolio; self-assessment; intercultural competence; language learning; self-regulated learning
Waterford Institute of Technology, Cork Road, Waterford, Ireland
School of Applied Language and Intercultural Studies, Dublin City University, Glasnevin, Dublin 9, Ireland

About the authors

Lecturer Fionnuala Kennedy,

Fionnuala Kennedy is a lecturer in German and Intercultural Studies in the School of Humanities at Waterford Institute of Technology. Her research interests are in tandem language learning and intercultural competence.

Lecturer Jenny Bruen,

Jennifer Bruen is a lecturer in German and Research Convenor in the School of Applied Language and Intercultural Studies at Dublin City University and researches in the field of applied linguistics.

Lecturer Juliette Péchenart,

Juliette Péchenart is a lecturer in French and chair of the BA in International Business and Languages in the School of Applied Language and Intercultural Studies at Dublin City University. Her research interests are in the field of applied linguistics and French for Specific Purposes (Business/Tourism).

Published Online: 2012-07-28
Published in Print: 2012-08-17

©[2011] by Walter de Gruyter Berlin Boston

Articles in the same Issue

  1. Masthead
  2. The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
  3. The Council of Europe's Common European Framework of Reference for Languages (CEFR): Approach, status, function and use
  4. B1 and B1: Analysing and comparing high-stakes certification linked to the CEFR
  5. A profile of advanced writing performance: Putting some flesh on the bones
  6. Le Cadre européen commun de référence pour les langues et le français sur objectifs spécifiques : Un voyage sur-mesure ou un forfait “tout-inclus”?
  7. DELF B2 et Portfolio, une expérience de coopération pour une certification en contexte
  8. Usage pionnier et réappropriation: richesse et enjeux du CECR et du PEL à l'Université de Lausanne
  9. Design and implementation of dramatic tasks in an English for Academic Purposes programme
  10. Revisiting the principles and functions of the European Language Portfolio with a focus on tertiary education
  11. The translation of the Italian version of the CercleS European Language Portfolio
  12. The translation of the CercleS ELP into Italian: A case study on the AICLU version
  13. A flexible approach to the use of the European Language Portfolio in higher education contexts
  14. Gaining insights into student reflection from online learner diaries
  15. Autonomy and self-assessment of individual learning styles using the European Language Portfolio (ELP)
  16. Using an e-portfolio to facilitate the self-assessment of both language and intercultural learning in higher education: A case-study approach
https://doi.org/10.1515/cercles-2011-0015
Keywords for this article
ePortfolio; self-assessment; intercultural competence; language learning; self-regulated learning

Articles in the same Issue

  1. Masthead
  2. The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
  3. The Council of Europe's Common European Framework of Reference for Languages (CEFR): Approach, status, function and use
  4. B1 and B1: Analysing and comparing high-stakes certification linked to the CEFR
  5. A profile of advanced writing performance: Putting some flesh on the bones
  6. Le Cadre européen commun de référence pour les langues et le français sur objectifs spécifiques : Un voyage sur-mesure ou un forfait “tout-inclus”?
  7. DELF B2 et Portfolio, une expérience de coopération pour une certification en contexte
  8. Usage pionnier et réappropriation: richesse et enjeux du CECR et du PEL à l'Université de Lausanne
  9. Design and implementation of dramatic tasks in an English for Academic Purposes programme
  10. Revisiting the principles and functions of the European Language Portfolio with a focus on tertiary education
  11. The translation of the Italian version of the CercleS European Language Portfolio
  12. The translation of the CercleS ELP into Italian: A case study on the AICLU version
  13. A flexible approach to the use of the European Language Portfolio in higher education contexts
  14. Gaining insights into student reflection from online learner diaries
  15. Autonomy and self-assessment of individual learning styles using the European Language Portfolio (ELP)
  16. Using an e-portfolio to facilitate the self-assessment of both language and intercultural learning in higher education: A case-study approach
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