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Exploring Electronic Portfolio Assessment With Secondary Emergent Bi/Multilingual Students

Exploring Electronic Portfolio Assessment With Secondary Emergent Bi/Multilingual Students

Hyesun Cho
Copyright: © 2021 |Pages: 20
ISBN13: 9781799866091|ISBN10: 1799866092|ISBN13 Softcover: 9781799866107|EISBN13: 9781799866114
DOI: 10.4018/978-1-7998-6609-1.ch008
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MLA

Cho, Hyesun. "Exploring Electronic Portfolio Assessment With Secondary Emergent Bi/Multilingual Students." CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., IGI Global, 2021, pp. 183-202. https://doi.org/10.4018/978-1-7998-6609-1.ch008

APA

Cho, H. (2021). Exploring Electronic Portfolio Assessment With Secondary Emergent Bi/Multilingual Students. In K. Kelch, P. Byun, S. Safavi, & S. Cervantes (Eds.), CALL Theory Applications for Online TESOL Education (pp. 183-202). IGI Global. https://doi.org/10.4018/978-1-7998-6609-1.ch008

Chicago

Cho, Hyesun. "Exploring Electronic Portfolio Assessment With Secondary Emergent Bi/Multilingual Students." In CALL Theory Applications for Online TESOL Education, edited by Kenneth B. Kelch, et al., 183-202. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6609-1.ch008

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Abstract

This chapter explores the possibilities of electronic portfolio assessment for emergent bilingual or multilingual students in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms in collaboration with curriculum and technology specialists. This chapter delineates how EPA was developed and implemented to enhance the academic and linguistic abilities of adolescent emergent bi/multilingual students while embracing their multifaceted and hybrid identities as heritage language speakers. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.

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