Online Portfolios in a French Course

1. Online Portfolios in a French Course Jessica S. Miller University of Wisconsin-Eau Claire

2. French for Professional Communication Course objectives read and analyze authentic French professional material produce professionally-written documents according to current cultural practices watch, listen, and interpret current French news reports articulate clear opinions in spontaneous small-group conversations and interviews assume responsibility to prepare and deliver in-class presentations demonstrate fluency of language and knowledge of cultural practices specific to the French professional environment 300-level course for major, minor, and certificate programs

3. Portfolios in French 340 “This semester-long project is a tool to showcase your best work and will enhance your professional profile on the job market. Each student’s portfolio will contain the following components: an audio introductory letter explaining your interest for French studies, a résumé done according to French practices, a cover letter to a French business of your choice related to your academic field and the recording of your job interview with its transcript. The job interview will take place in small groups during the time allotted for the final exam.”

4. How can a portfolio help learners reach the course objectives?

5. read and analyze authentic French professional material learners review models of authentic online portfolios • produce professionally-written documents according to current cultural practices they post their material online for a virtual audience • watch, listen, and interpret current French news reports they showcase their written language skills • articulate clear opinions in spontaneous small-group conversations and interviews they share their opinions and oral language samples • assume responsibility to prepare and deliver in-class presentations they prepare to be put in the public eye • demonstrate fluency of language and knowledge of cultural practices specific to the French professional environment they combine language and culture

6. A portfolio is… • Authentic • Contextualized • Professional • Useful out of the classroom • Able to combine four skills:writing, reading, speaking, listening

7. The 5 Cs in Second Languages (L2)

8. Theoretical Frameworks in L2 Speaking • Communication Strategy (Canale & Swain1980) • The Input Hypothesis (Krashen1985) • The Output Hypothesis (Swain 1985) • The Interaction Hypothesis (Long 1985) • Collaborative Dialogue (Swain 2005) • Sociocultural Theory (Vygotsky1978)

9. Weebly • Limited but sufficient free version • Students can upgrade if they wish • Can be password-protected for privacy • Easy to use • http://www.weebly.com

10. Teaching Strategies • In-class sessions to work on portfolio components • Time for peers and instructor to review drafts • Time for rewrites • Components due throughout the semester • Consultant present to teach Weebly • Record consultant and post video on D2L

12. Students’ Reactions • Evaluations were positive • 90% of students said the material and pace of the course were right; 10% said it was too easy • Main criticism was about confusion on portfolio due dates and content • No mention of problems with technology

13. Recommendations • Keep it simple • List due dates for each component in syllabus • Include reminders in homework assignments • Be clear about purpose and expectations • Show models and rubric • Consult students with a mid-term evaluation

14. Thank you! • Syllabus, rubrics, and other material available upon request at millerjs@uwec.edu • For more information about current teaching and research projects visit http://people.uwec.edu/millerjs

15. References • Calkins, L. M. (1994). The art of teaching writing. Portsmouth, New Hampshire: Heinemann. • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47. • Chamot, A. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. • Ferris, D. R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29(1), 33-53. • Hubert, M. & Bonzo, J. (2010). Does Second Language Writing Research Influence U.S. University Foreign Language Instruction? System 38(4), 517-528. • Krashen, S. (1985). The input hypothesis. London: Longman. • Long, M. (1985). Input and second language acquisition theory. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House. • Reichelt, M. (2001). A critical review of foreign language writing research on pedagogical approaches. The Modern Language Journal, 85(iv), 578-598. • Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House. • Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), The handbook of research in second language teaching and learning (pp. 471-483). Mahwah, NJ: Laurence Erlbaum. • Vygotsky, L. (1978). Interaction between Learning and Development (pp. 79-91). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.