Introducing a Language Portfolio to Motivate High School Students
Abstract
The European Language Portfolio is one of the most innovative tools developed by the Council of Europe to implement its policies aimed at promoting plurilingualism and pluriculturalism. Based on the latest developments in metacognitive strategies for learning, it provides useful assistance to language teaching and learning. This article analyses the introduction of a language portfolio into two secondary school first forms, as part of a teaching practice experience in a vocational school. Focusing on the phase of self- assessment and its impact on motivation to learn, it explores possible ways to introduce students who are not used to reflecting on their learning to metacognition.
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