2. Fabiane is a German instructor at a large university. Most of her students live on campus. She teaches four classes with about 13 students in each class. Two of her classes are first-year German classes in which listening, speaking, reading, writing, and culture are all emphasized. Her other two classes are third-year literature classes in which reading, writing, and culture are emphasized. In which class(es) would you recommend that Fabiane first implement portfolios? What would you recommend for the purpose and audience of the portfolio she is planning?
3. Clayton is a high school Spanish teacher. He has an exceptional senior Spanish V class. The students are motivated, good language learners, and hope to continue studying Spanish at college next year. Clayton is trying to guide the students in taking responsibility for their own learning. The main focus of the class is literature. However, Clayton has very little experience teaching literature and is therefore unsure of how effective he will be. He is interested in having the students learn from Spanish speakers in the community. What do you recommend he set as his portfolio purpose and audience?
4. Brad teaches seventh and eighth grade French at a school in which teachers work in teams to teach and advise students. His eighth grade students have some experience with proficiency portfolios that they worked on in seventh grade with another teacher. The number of students in the building is growing and there is not enough space for all of the teachers to have portfolios which take up a lot of space in their rooms. The administration is pushing for assessment portfolios. However, the teachers are unsure of the purpose of these portfolios and worried about the time commitment. Due to space restrictions, the administration has recommended that the team teachers implement interdisciplinary portfolios (English, geography, Spanish) during the second half of the school year. What would you recommend as the purpose and audience for the portfolios?