Teachers' perspective on the Namibian portfolio for languages: Three years after implementation
| 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.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.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.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 |