Language program articulation from the perspective of the learner: Constructing coherence through the use of a language learning portfolio
Language program articulation from the perspective of the learner: Constructing coherence through the use of a language learning portfolio
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Date
2004-01-01
Authors
Woody, Diane Beelen
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Thompson & Heinle
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2004
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131
Ending Page
148
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Abstract
This chapter focuses on the issues of language program articulation from the
perspective of second language (L2) learners, in particular, post-secondary
learners at the transition point between lower-level language courses and
advanced-level courses. The chapter presents the pedagogical use of the language learning portfolio and explores it as a concrete, yet flexible format for eliciting and documenting learners’ reactions to the language program in which they are enrolled.The portfolio can be structured to guide L2 learners to actively perceive, or construct, articulation in their program of L2 learning. Language educators and language program directors (LPDs) will have an inside glimpse at how learners attempt to situate their current L2 learning within a time frame (vertical articulation); how they perceive internal
coherence of process across the various learning activities in a given course (horizontal articulation); and how they situate their language learning within a framework of general cognitive and personal development (interdisciplinary articulation). The portfolio can be viewed as an articulation project that encourages learners to reflect on the sequencing, coherence, diversity, and relevance of the language program as they experience it. When viewing the product that the portfolio becomes, language educators and LPDs can observe the effect of their efforts at program articulation and curriculum
design, over time, from the vantage point of learners.
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Woody, D.B. (2004). Language program articulation from the perspective of the learner: Constructing coherence through the use of a language learning portfolio. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 131-148. http://hdl.handle.net/102015/69614
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