Issue 2 (JSHSS Vol. 6)

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Teachers' perspective on the Namibian portfolio for languages: Three years after implementation
(University of Namibia, 2017) Zannier-Wahengo, Aurelie
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.