Gerd Bräuer (Freiburg) p.148-166
2009 Issue 2/3
Writing as a cognitive tool. Research across disciplines.
Guest editor: Jens Loescher
Section II: Hard data, soft skill? Writing didactics
Abstract
Portfolios as a means of documenting and assessing learning are well-situated in the foreign language classroom. A broad variety of portfolio approaches developed out of the intention of making language learning more visible in order to better guide the learner (pedagogical notion) and evaluate the learning (institutional notion). Nevertheless, the original core idea of the portfolio, to further develop the student’s practice of learning, has hardly become mainstream. This is due to the lack of a theoretical underpinning of the notion of reflective practice applied to portfolios and the accompanying pedagogy. This article will identify the levels of reflective practice and describe the discourses and genres in which the quality of reflective practice can be developed in the context of foreign language education.