<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2010000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Eduportfolio: a tool for second language teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Karsenti]]></surname>
<given-names><![CDATA[Thierry]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Collin]]></surname>
<given-names><![CDATA[Simon]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Université de Montréal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canadá</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>10</volume>
<numero>31</numero>
<fpage>581</fpage>
<lpage>592</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2010000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2010000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2010000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Originally used in artistic circles, the portfolio has gained considerable ground in the education field, where it serves a multitude of functions, both academic and professional. It is also a rapidly evolving tool, notably due to advances in Web 2.0 technology that have opened the way to new pedagogical potentials. The portfolio is also prominent in second-language teaching and learning programs, as witnessed by the European Language Portfolio (ELP), which was developed and piloted by the Council of Europe and is used as a support tool in line with the Common European Framework of Reference for Languages (CEFR). In this context, we present Eduportfolio, a flexible electronic portfolio that can be adapted to a variety of educational contexts, including second language (L2) education. We draw a portrait of the portfolio in education, including the advantages of the electronic version. We then present Eduportfolio along with some empirical results to illustrate eportfolio use in French second language (FSL) teaching and learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Originalmente utilizado no mundo artístico, o portfólio tem ganhado considerável repercussão no campo educacional, o qual tem servido a uma diversidade de funções, tanto acadêmicas quanto profissionais. Rapidamente, ele se torna também uma envolvente ferramenta graças aos avanços da tecnologia Web 2.0, que tem aberto caminho para novos desenvolvimentos pedagógicos. O portfólio se destaca também nos programas de ensino e aprendizagem de uma língua estrangeira, como é testemunhado pelo Portfólio de Linguagem Europeu (European Language Portfolio - ELP), que foi desenvolvido e conduzido pelo Conselho Europeu para ser usado como uma ferramenta de suporte em linha, dentro do âmbito do Quadro Comum Europeu de Referência para a Linguagem (Common European Framework of Reference for Languages - CEF R). Nesse contexto, apresentamos o Eduportfólio, um portfólio eletrônico e flexível, que pode ser adaptado a uma variedade de contextos educacionais, incluindo o ensino da língua estrangeira (L2). Inicialmente, esboçamos um retrato do uso do portfólio na educação, incluindo as vantagens da versão eletrônica dessa ferramenta. Na sequência, apresentamos o Eduportfólio, por meio de alguns resultados empíricos que ilustram o uso dessa ferramenta para o ensino e aprendizagem da língua francesa como segunda língua (FSL).]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Eportfolio]]></kwd>
<kwd lng="en"><![CDATA[FSL Teaching and Learning]]></kwd>
<kwd lng="en"><![CDATA[Web 2.0]]></kwd>
<kwd lng="pt"><![CDATA[Eportfólio]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e Aprendizagem de Língua Estrangeira]]></kwd>
<kwd lng="pt"><![CDATA[Web 2.0]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Eduportfolio: a tool for second language teachers.</h2> <h3>Eduportfolio: uma ferramenta  para professores de l&iacute;ngua estrangeira.</h3>     <p>&nbsp;</p> <h4>Thierry Karsenti, Simon Collin    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRÄUER]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="fr"><![CDATA[Le Portfolio, moyen d’apprentissage et d’enseignement personnalisés.]]></article-title>
<source><![CDATA[Tracer]]></source>
<year>1999</year>
<volume>15</volume>
<page-range>31-46</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOUPIL]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[PETIT]]></surname>
<given-names><![CDATA[E-L.]]></given-names>
</name>
<name>
<surname><![CDATA[PALLASCIO]]></surname>
<given-names><![CDATA[M-C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="fr"><![CDATA[Le Portfolio: un pas vers une évaluation plus “authentique” orientée vers l’acquisition de compétences.]]></article-title>
<source><![CDATA[Revue Québécoise de Psychologie]]></source>
<year>1998</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>167-181</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GRESSO]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[LOMICKA]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="fr"><![CDATA[Le portfolio: une méthode active, constructive, réflective.]]></article-title>
<source><![CDATA[Tracer]]></source>
<year>1999</year>
<volume>15</volume>
<page-range>23-30</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LITTLE]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The common european framework and the european language portfolio: involving learners and their judgments in the assessment process.]]></article-title>
<source><![CDATA[Language Testing]]></source>
<year>2005</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>321-336</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MINUTH]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="fr"><![CDATA[Écrire pour construire une réflexion sur les apprentissages.]]></article-title>
<source><![CDATA[Tracer]]></source>
<year>1999</year>
<volume>15</volume>
<page-range>11-22</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
