Engaging metacognition : electronic portfolios in a culturally and linguistically diverse classroom

Abstract

This project presents qualitative inquiry in the form of action research that explores the potential of electronic portfolios (EP), in terms of supporting four culturally and linguistically diverse (CLD) students as they started to negotiate learning expectations within a foreign context. Through the lens of a student-generated EP, the students began to participate in a purposeful metacognition and engage self-advocacy as they practiced communicating their knowledge, strategies, processes and goals as learners. Recommendations for supporting CLD learners in the development of metacognition and self-advocacy include facilitating opportunities for CLD students to create, reflect on, build strategies for, record and share personal goals for and as learning. Strategies suggested in this project include the use of mid-task questioning, personal narrative, reciprocal teaching and tracing personal growth through the creation of personalized multimedia electronic portfolios.