E-Portfolio for language and intercultural learning: the LOLIPOP experience

This paper traces the development of an electronic version of the European Language Portfolio, the Socrates-Lingua funded Language on-line portfolio project (LOLIPOP -http://lolipop-portfolio.eu/) and its integration in undergraduate Language and Intercultural modules at Waterford Institute of Technology.The paper will outline the principles of an educational portfolio as a means of collecting, reflecting, selecting and presenting, and will demonstrate the salient features of an e-Portfolio over a paper version, such as portability, accessibility and interactivity. This will be followed by an introduction to the European Language Portfolio (ELP) and its three components: Passport, Biography and Dossier. How LOLIPOP has developed an eELP, which combines self-assessment, reflection and development of learner autonomy with an enhanced intercultural dimension will be highlighted.The LOLIPOP Portfolio has created an environment that supports learners’ deep learning, reflection and collaboration in language learning and intercultural contexts. This provides opportunities for goal-setting and access to a wide-range of learning resources, which can accommodate different learning preferences to be used in a variety of contexts, at different stages of learning and independent of time and place. LOLIPOP provides a framework for a more autonomous form of course delivery, whilst at the same time providing a bridge to classroom learning and supporting lifelong learning. The paper will also describe how the portfolio was used for creation of virtual intercultural spaces for collaboration between language learners in HE institutions in Europe.A key component of the paper will be based on analysis of student feedback over three years since the conclusion and implementation of the LOLIPOP project in 2007. This indicates that students found the engagement with the LOLIPOP ELP enjoyable and of benefit to their language and intercultural learning. The concept of reflection and self-assessment was reported to be new, challenging, but generally rewarding.