Teachers' perspective on the Namibian portfolio for languages: three years after implementation select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

DSpace Repository

Show simple item record

dc.contributor.author Zannier-Wahengo, Aurelie
dc.date.accessioned 2018-01-12T14:21:56Z
dc.date.available 2018-01-12T14:21:56Z
dc.date.issued 2017
dc.identifier.citation Zannier-Wahengo, A. (2017). Teachers' perspective on the Namibian portfolio for languages: three years after implementation. Journal for Studies in Humanities and Social Sciences, 6(2), 168-182. en_US
dc.identifier.uri http://hdl.handle.net/11070/2131
dc.description.abstract The Namibian Portfolio for Languages (NPL) was conceived in 2013 by five Namibian educators and dis-tributed to seven Namibian secondary schools to approximately 500 pupils learning French as a foreign language. Since its implementation, the impact of the NPL is researched both on pupils and teachers by the University of Namibia French section, in order to assess its learner-centered pretensions, its formative assessment capacity, and its support in self-assessment. This paper looks into teachers’ feedback on the NPL practicality in and outside the classroom environment after three years of implementation. Further-more, it aims at assessing NPL’s relevance as a tool to the benefit of self-assessment and formative assessment. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Languages en_US
dc.title Teachers' perspective on the Namibian portfolio for languages: three years after implementation en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record