Abstract:

A language portfolio plays a significant role for students whose profession will be associated with language practice. A language portfolio contributes to the determination of students’ professional development. The main idea of a portfolio is to provide a wide range of students’ language skills. A portfolio gives students the opportunity to demonstrate their knowledge and experience related to language activities. A portfolio can include the entire range of language data, reflecting a wide range of skills and may contain tests, text processing, written work, essay, feedback, reflection. Norton and Widburg describe a portfolio as a systematic and selective collection of students’ works that demonstrate students’ motivation, an academic growth and an achievement level. The main idea of a portfolio is to demonstrate and reflect students’ language experience and their language abilities.

The development of a portfolio is provided by the work of teachers and students who fill the portfolio with various types of work. Students can decide themselves what types of work to include in the portfolio. This process of selecting and reflecting their work, the process of evaluating and self-evaluating their activities is a key moment of any portfolio.

The questions of an electronic portfolio are also discussed in the article.

It should be noted that students’ language portfolio (electronic and non-electronic) is an important element contributing to professional self-determination, since it is easy for a student to appreciate what he already knows how to do, what else he needs to work on and what to study.

Keywords:

Identity, professional identity of a person, linguistic portfolio, electronic portfolio, non-electronic portfolio.