В настоящее время объектом активного изучения лингводидактики стало

1. Language passport that summarizes the owner’s linguistic 
and cultural identity, i.e. students record the languages they speak, 
including their first languages and those they are learning. They 
evaluate their language level using the skills-based assessment 
framework shown above. Exam results, certificates of courses taken 
and attestations of countries visited for study, holiday or work 
purposes are also kept here. 
2. Language biography in which the owner captures his or her 
experience of learning and using second/foreign languages and 
encountering other cultures. The part contains documents which 
help pupils to assess their present listening, reading, speaking and 
writing level in the languages they are learning (the self-assessment 
checklists, also known as can-do statements). Pupils record cultural 
experiences they have had involving different languages, think 
about how they learn, and set personal goals. 
3. Dossier that contains evidence of the owner’s language and 
intercultural proficiency, i.e. examples of student’s work. This work 
helps the language student (and other interested parties) to recognize 
their achievements and provides evidence of their progress. 
These parts of the Language portfolio give the full picture about 
FL learners’ activities, language proficiency, etc. Thus, the LP 
fulfils two functions:
1) reporting: displays students capabilities;

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2) pedagogical: is a means of making the language learning 
process more transparent to learners, helping them to develop their 
capacity for reflection and self-assessment; enabling them gradually 
to assume more and more responsibility for their own learning. 
Language portfolio is explained from the position of current 
approaches as: 
1. A learner-centered approach recognizes that students must 
take responsibility for their learning in order to progress. Students 
own the portfolio and all the work in it. They assess their language 
levels and the content reflects their personal experience of learning 
languages. 
2. The language portfolio is action-oriented. The assessments 
and checklists are written from students’ point of view: what they 
are able to do and what steps they need to take to improve. The 
steps are described as tasks which increase in complexity as learners 
move from A1 to C1/2 level. 
3. The objectives and assessments are skills-based. We use 
language to communicate and interact by speaking, writing, 
listening and reading. Students and teachers can set achievable, 
measurable goals by completing tasks based on the learners’ current 
level. 
The portfolio process reviews a comparatively large body of a 
learner’s work, rather than a one off performance, to evaluate 
performance over a course of study. In other words, this is a 
qualitative – rather than quantitative – assessment tool which we can 
use to identify ‘progress’ and ‘development’ during the time frame 
represented by the work in the portfolio. 
In ELT the portfolio process is beneficial when compared to 
traditional assessment, because its emphasis is on learners’ strengths 
as opposed to their weaknesses. The portfolio process is considered 
a more holistic and equitable approach than traditional quantitative 
testing methods, which receive criticism as the sole criterion for 
evaluating performance, in that it encourages self-esteem and the 
motivation to continue developing. 
Unlike traditional testing methods, 
LP presupposes 
performance-based reviews that focus on real-world tasks to display 
ability. Learners are evaluated based on observing performance of 

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activities that demonstrate essential skills or knowledge. In other 
words, there is a practical point to evaluating the extent to which a 
learner can do the task. Portfolios rely on direct observation, using 
checklists and rubrics. This can, therefore, be thought of as 
authentic assessment, in that this is a more individual evaluation 
approach that replicates the real world. Furthermore, we, in our role 
as the assessors, are able to avoid communication problems that 
arise in traditional testing modes. Portfolios involve learners in the 
evaluation process. This naturally translates into greater interaction 
between learners and teachers. Another benefit is that learners 
become more engaged in the learning process, as well as building up 
a more intimate understanding of the particular skills and critical 
knowledge being appraised. 
By increasing the involvement of learners in the evaluation 
process, they gain a better understanding of their personal strengths 
and weakness. 
Thus, the time demands to implement the language portfolio 
into the practice of FLT. At the same time when deciding which 
category of assessment to use, it is important for us to remember 
that there is no definitive right or wrong assessment tool. Instead, 
our use of alternative and traditional assessment methods should be 
based on the needs of our particular learners.