Using e-Portfolios in a Secondary Emergent Bilingual Classroom
America is known as the “Great Melting Pot” because of its diverse population of people from various cultural backgrounds. According to research from The National Center for Education Statistics, students in grades 3–12—approximately one in five Texas students—were English learner students (Hsin et al., 2022). According to the Houston Chronicle, the state must ensure that schools help English learners attain language proficiency regardless of their educational background (Bauman, 2023). Teachers are confronted with the issue of how to engage, grow, and provide fulfilling educational experiences, all while trying to establish background knowledge to communicate with newcomers effectively. English learner educators have witnessed technology increase communication, but the language barrier often overshadows students' ability to feel comfortable and vulnerable. Research shows that immigrant and refugee students with little to no English language proficiency turn out best when given opportunities to provide students with multiple options for taking in information, processing and making sense of ideas, and sharing what they are learning (Thacker, 2022).
In today's classrooms, teachers constantly seek alternative methods to assess and comprehend their students' learning (Fernandez, 2022). Implementing ePortfolios in an emergent bilingual classroom will be dynamic in a secondary science classroom. For instance, students can upload their lab experiments, reflect on their understanding of scientific concepts, and communicate with their peers and teachers about their progress.
This literature review specifically delves into the research and application of ePortfolios in English second language (ESL) education, focusing on the American secondary education system. It is important to note that this review does not explore using ePortfolios in non-educational contexts. This review aims to examine the implementation of ePortfolios in emergent bilingual classrooms and provide educators with insight into utilizing progressive education that supports language acquisition while incorporating blended learning in a significant learning environment while fostering student choice and a growth mindset for academic development.
What is an ePortfolio?
Definition of an ePortfolio
According to the University of Waterloo (n.d.), an ePortfolio is a student-created digital collection of essays, lab reports, projects, observations, videos, and experiences a student has captured throughout their grade school education. A portfolio is “ a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas of the curriculum" (Hudori et al., 2020). It can be created by any computer, cellphone, or tablet with internet access. It is visible to parents, teachers, and classroom peers who can provide feedback to support student learning. It can be implemented in any science, English, math, social studies, or elective courses. As technology continues to advance, so do means of assessment. In the education industry, ePortfolio assessments are invaluable for measuring a student’s cognitive growth and capabilities (Fernandez, 2022).
Progressive Education and ePortfolios
John Dewey, one of the most significant and influential American philosophers of progressive education, said that the approach to proper teaching was that students learn by doing. Hands-on interactive learning and student choice have been successful (Cremin, 1959). Dewey argued that traditional education focused too much on monotonous teaching strategies of subjects. Classroom teaching strategies are slowly shifting from the conventional way of the teacher controlling the learning environment and the student's knowledge to what students will need to succeed in the real world after graduation. E-portfolios allow students to incorporate hands-on activities in the science classroom with technology and further explore the lesson individually or collaboratively.
Benefits of e-portfolios
Today, education focuses on evaluating student achievement and current knowledge during and after the learning process. Evaluations are crucial in education and imperative for language learning and teaching. Teachers and learners can get positive and negative feedback from the lesson through assessments. Additionally, by assessing student performance, teachers can evaluate the weak or strong points of the materials or delivery method used in the learning-teaching process. This allows the teacher and the student to correct misconceptions, make adjustments, ask for clarification, and reevaluate (University of Waterloo, n.d.). An e-portfolio is an excellent way to help students gain deeper learning. It allows them to transfer their knowledge from one context to another, whether in a unit in class, school, or personal lives (Thacker, 2022).
Language Acquisition
Newcomer students who recently immigrated to the U.S. comprise a specific subgroup of English language learners. Emergent bilinguals (EB) have needs unique from those of the average American-born middle schooler. Many of these students have limited formal education and literacy in their home language, have experienced emotional hardship during their migration journey, and have had little exposure to the U.S. schooling system (Jaycox et al., 2002). As such, newcomer students will require support beyond what is traditionally provided in an integrated classroom. In a sheltered classroom, teachers provide instruction that helps emergent bilinguals understand English academic content while developing their English proficiency. Sheltered classrooms offer a safe space from the linguistic challenges of on-level classroom teaching, which can be too complex for emergent bilinguals. Sheltered classes are designed to meet their distinctive needs and ease the transition to mainstream classrooms. Newcomer programs promote accelerated English language acquisition, develop literacy in students’ home languages, provide content-based instruction, and facilitate students’ cultural adjustment (Short & Boyson, 2004).
Blended Learning
Blended learning is any formal education program in which a student learns at least part through online learning with some element of student control over time, place path, or pace (Horn et al., 2017). Since students come from various educational backgrounds, blended learning will allow students to display prior knowledge from their native country with the assistance of technology. Students will also share their stories through pictures and written experiences of transitioning to their new home country. Assess and give feedback to classmates who speak other languages with whom they usually would not communicate. This allows students to think more in-depth about their learning. A student-created ePortfolio will also give teachers and ESL administrative staff real-time and current student content to help evaluate and plan students' next ESL placement level.
Creating a Significant Learning Environment
What happens inside the classroom is mediated by factors like group size, adequate resources, teacher-student ratio, fitting locations, and the learners’ emotional conditions (among others) (Cisneros, 2024). Creating a significant learning environment (CSLE) is just as important as the material knowledge you are trying to instill (Thibodeaux et al., 2019). An educator must build positive relationships through class discussion, peer interactions, and staying connected with the students. Create projects students can be excited to start. Have order and routine. Promote a growth mindset. An ePortfolio is the best way for students to interact with each other, using technology and creative strategies and presenting information with a sense of ownership. Harapnuik stated,” ePortfolios can and should be simple to understand and, more importantly, simple to create and maintain” (Thibodeaux et al., 2019). E-portfolios provide instructional and individualized pacing. In a sheltered classroom, a teacher must scaffold, activate prior knowledge, model, and use anchor charts, videos, and other visual aids (Thacker, 2022). Activities are divided into smaller tasks so the students can complete them individually. Creating more minor tasks also makes it easier to use a translator.
According to research from Waterloo University, the process of critical reflection is involved in creating effective ePortfolios that make “invisible learning” visible. By invisible learning, they mean two things:
It is easy to focus exclusively on the final product (such as an essay) and overlook the stages of learning and doing that preceded that product. By reflecting on these invisible stages, students can learn more deeply about how they learn and how to do better next time.
Secondly, invisible learning goes beyond the cognitive to include the affective, the personal, and issues of identity. In other words, the process of learning something does not involve just the rational mind. Rather, feelings, personality, and sense of self are all involved – sometimes facilitating that learning process and sometimes hindering it. By reflecting on those affective, personal, and self-identity factors, students can develop meta-cognitive skills that can enhance their learning. (University of Waterloo, n.d.)
COVA
According to the research of Harapnuik, COVA — is a learner-centered active learning approach that gives the learner choice (C), ownership (O), and voice (V) through authentic (A) learning opportunities. In the ePortfolio, students have a choice, establish ownership, and share their learning authentically with their peers, teachers, and parents. COVA will allow students to take control of their learning by giving them choices over how they show what they know in the learning environment (Harapnuik, 2021). This approach allows for extensive self-evaluation and self-reflection (Fernandez, 2022). ePortfolios foster engagement and motivation in the classroom environment, something most students have never experienced. They now have control over their learning.
Growth Mindset
Dweck's research shows that most mindsets were formed due to praising and labeling from childhood teachers and parents (Dweck, 2006). Transitioning to middle school can be challenging for anyone, let alone a student moving into a new country who does not speak the language fluently. Expectations in academics to perform and personal responsibility to navigate their new world are challenges they have never had before. In class, different learning behaviors are commonly observed. While some learners try hard to improve their English inside and outside the class, others may lack the motivation to persevere. This leads to what keeps some learners striving to achieve their learning goals and what makes others refrain from doing so (Janudom, 2023).
Even if they fail initially, students with a growth mindset will keep working towards the goal. They will look at challenges as learning opportunities and will not be discouraged by failure. They view learning as a positive experience rather than a task that needs to be completed. Cultivating and nurturing students to form a growth mindset allows them to develop resilience and a love of learning, which will carry over in many areas of life (Dweck, 2006).
Conclusion
The ePortfolio in a sheltered classroom is valuable to the students, teachers, peers, and ESL department. It improves communication, increases student choice and voice, and provides real-world relevance and preparation (Fernandez, 2022). Additionally, the ePortfolio promotes a growth mindset, builds self-esteem, and develops the learner's motivation to embrace challenges. An ePortfolio is both a product and a process that reflects students' learning; English linguistics captures their achievements and highlights their work. Research states that in today’s global setting, oral communication is essential for learners to function effectively in their daily social interactions or future work. It is regarded as one of the most important language skills for learners to survive academically and professionally (Akinola, 2014). Fostering English linguistic skills in a sheltered classroom can be difficult. ePortfolios provide students authentic engagement, ownership, and opportunities to build their English language skills in the learning environment.
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References
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