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

dc.contributor.authorZannier-Wahengo, Aurelie
dc.date.accessioned2018-01-12T14:21:56Z
dc.date.available2018-01-12T14:21:56Z
dc.date.issued2017
dc.description.abstractThe 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.citationZannier-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.urihttp://hdl.handle.net/11070/2131
dc.language.isoenen_US
dc.publisherUniversity of Namibiaen_US
dc.subjectLanguagesen_US
dc.titleTeachers' perspective on the Namibian portfolio for languages: Three years after implementationen_US
dc.typeArticleen_US
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