FOREIGN LANGUAGE MAJOR’S PORTFOLIO:
INSTRUCTIONS AND SAMPLE:
TABLE OF CONTENTS
- Purpose
- For the Department
- For the Student
- Categories for inclusion in portfolio
- Course work
- Service to the department and the community at large.
- Foreign study or intensive programs
- Organization
- Division of the portfolio
- Organization of individual entries
- Review Process
- Faculty member's responsibility
- Dates
- Portfolio Checklist
- Sample Portfolio
- Course Work
- Service
- Intensive Experience
- Ten Dimensions
- Purpose
- For the Department
- To show that students have met certain criteria that the department deems important to the students' progress
Semester:_______
Year:_______
PORTFOLIO PROGRESS REPORT
Name of Student:
Evaluation:
1. Are there enough entries (artifacts and attestations) to evaluate the writer's progress toward the goals outlined in statement of achievement?
2. Are the entries (artifacts) sufficiently varied?
3. Do the contents match the statement of achievement?
Comments and Suggestions:
4. Ideas for contents that you could use:
5. Ideas for organization that you could use:
6. Other:
Date Student’s Signature Date Advisor’s Signature
VI. SAMPLE PORTFOLIO
COURSE WORK
COURSE WORK: COVER LETTER
Table of Contents
1. Tests
2. Papers
3. Compositions
4. Essays
5. Oral Reports
6. Selected Journal Entries
7. Statement about Cultural Credits
Statement of Achievement
[Show how you achieved progress; reflecting on both weaknesses and strengths. Indicate which activities have particularly augmented your competence in the language and indicate what you plan to do in the semester/s ahead in order to further progress in the written and oral language]
COURSE WORK ENTRIES [Include this form with each entry]
Date: [Enter the initial completion of the task and the date of latest revision]
Description: [Enter here whether it is a journal entry, a term paper, a graded exam, etc. Indicate course name and semester, as well as title]
Objective: [Explain the objective of the assignment. Also indicate thesis and ideas which you developed concerning the assigned subject, and indicate which of the ten dimensions you were able to include in the objective] [Refer to page 14]
Critique: [Explain what the above-listed task has accomplished; e.g., are you now more familiar with the subject? Do you know where to look for resource materials? Were your ideas too far-reaching and do you now know how to stay within your acquired language-abilities or how to stretch them further? How has this research augmented your reasoning powers and benefitted your critical thinking processes?]
SERVICE
SERVICE: COVER LETTER
Table of Contents
1.
2.
3.
[List membership in Club, Honor Society, service activities - both on- and off-campus, where your ability to speak, read, or understand the target language was of benefit]
Statement of Achievement
[Indicate how participation in service activities reflects the practical side of language acquisition. List benefits of your membership in the Club, the Honor Society, etc.]
SERVICE ENTRIES [Include this form with each activity]
Date: [Enter the initial completion of the task and the date of latest revision]
Description: [Enter here in which activity you participated and what the activity entailed]
Objective: [Explain the objective of the activity and indicate which of the ten dimensions were addressed by this activity] [Refer to page 14]
Critique: [Explain what you may have learned (organization, planning, and execution of program). Discuss the interactive process (sense of community). You may want to address the concept of team-work]
INTENSIVE EXPERIENCE
INTENSIVE EXPERIENCE: COVER LETTER
Table of Contents
1.
2.
3.
[List participation in summer abroad programs, extended vacation/learning experiences overseas, semester/year abroad, growing up experiences]
Statement of Achievement
[Indicate why the above-cited experience/s were beneficial and what impact it/they will have on your chosen career]
INTENSIVE EXPERIENCE ENTRIES [Include this form with each activity]
Date: [Enter the initial completion of the task and the date of latest revision]
Description: [Enter here in which activity you participated and what the activity entailed]
Objective: [Explain the objective of the activity and indicate which of the ten dimensions were addressed by this activity] [Refer to page 14]
Critique: [Explain the benefits and added cultural awareness, relative to better understanding as well as to life in the U.S. Comment on why you chose this Intensive Experience, what you expected and what you perceive you have gained (e.g. impact on career goals, etc]
DEPARTMENT OF FOREIGN LANGUAGES: TEN DIMENSIONS
DIMENSION 1: LEADERSHIP
Foreign language majors should possess the personal and professional qualities that enable them to be effective advocates of the study of foreign languages, literatures, and cultures.
DIMENSION 2: GENERAL KNOWLEDGE
Foreign language majors should use the knowledge and skills acquired in the university's general education core, relate those studies to their foreign language study, and become aware of the interdisciplinary nature of this knowledge base.
DIMENSION 3: CONTENT KNOWLEDGE
Foreign language majors should gain proficiency in the four language skills (reading, writing, listening, and speaking) and acquire knowledge of the culture and literature of the language(s) studied.
DIMENSION 4: PROFESSIONAL PRACTICE
Throughout their university career, foreign language majors should demonstrate professional qualities such as: dependability, cooperation, resourcefulness, the ability to work independently, and the desire to further their language skills.
DIMENSION 5: DIVERSITY
Foreign Language majors should understand and appreciate the diversity of people and cultures in this and other countries. They should also be committed to serving a rapidly changing global community.
DIMENSION 6: COLLABORATION
Foreign language majors should recognize the importance of collaboration in building effective relationships within the university and in the community-at-large.
DIMENSION 7: REFLECTIVE PRACTICE
Foreign language majors should strive to raise questions, to analyze the effects of their own attitudes and behaviors on others, and to develop creative solutions to foreign language issues.
DIMENSION 8: LIFELONG LEARNING
Foreign language majors should maintain and improve their foreign language proficiency and keep abreast of the cultural, literary, and artistic developments relevant to the language(s) studied.
DIMENSION 9: CARING
Foreign language majors should have an appreciation for the talents of all individuals and a commitment to using individual strengths to help others acquire self-confidence and competence. In addition, they should develop a commitment to active, ethical involvement in the global community.
DIMENSION 10: CRITICAL THINKING
Foreign language majors should be critical thinkers who are committed to self-assessment and reflection as an important element in creative problem-solving and decision-making.