Meaningful Portfolio Implementation:
Using Goal Setting, Reflection, and Thinking Routines to Enhance Student Proficiency

June 29–July 31, 2020 • Asynchronous 5-week online institute


This summer institute is co–sponsored by the Center for Applied Second Language Studies (CASLS), University of Oregon.

NOTE: The following description comes from the 2020 Summer Institute program
to give you a general idea of the content of the institute.
This information will be updated for 2021 by mid-November 2020.

Goal setting and reflective practices are critical components of improved outcomes in world language classrooms. In the first part of this institute, participants will examine the reflective cycle developed by the National Council of State Supervisors for Languages (NCSSFL), empirical findings related to goal setting and language portfolio use, and a series of practical approaches to implementing reflective practice in the classroom. Next, participants will experience, examine, and design their own learning scenarios that yield higher-order cognitive and social engagement for learners. They will then draw explicit connections between these scenarios and language portfolio use.


  • This institute is primarily asynchronous (not real time). For the most part, you will work on activities according to your own schedule during the week.
  • This institute includes several required check-in/discussion synchronous sessions: Mondays and Fridays at 10–11 a.m. (CDT).
  • Make sure to review the tech requirements for this institute.

After this institute, you will be able to:

  • Develop and outline an approach for implementing reflective practices and portfolio use in the world language classroom;

  • Employ effective epistemological routines to support portfolio use in the world language classroom;

  • Articulate language learning outcomes that promote intercultural competence in concert with language acquisition;

  • Create learning scenarios that promote reflection and higher-order cognitive and social engagement for learners; and

  • Connect learning scenario activities to portfolio use and implementation.
Program Schedule (9am-4pm)
Week 1 Introduction to the Reflective Cycle
  • NCSSFL Reflective Learning Cycle
  • Language Learning Processes
  • Understanding Complex Learning Scenarios
Week 2 Goal Setting and Strategies
  • Goal Setting and Motivation Research
  • Crafting Learning Goals with National Standards and Interculturality in Mind
  • Connecting Language Learning Strategies to Real-World Language Use
Week 3 Thinking Routines and Critical Dispositions
  • Language Learning Strategies and Thinking Routines
  • Experiencing Classroom Scenarios as Learners
Week 4 Crafting Classroom Experiences with Learning Targets in Mind
  • Scaffolding for Creation of Activities for Higher-Order Social Engagement
  • Scaffolding for Creation of Activities for Higher-Order Cognitive Engagement
  • Scaffolding for Creation of Activities for Reflection and Self-Evaluation
Week 5 Connecting Classroom Experiences to Portfolio Use
  • Connecting Evidence with Learning Outcomes, Reflection, and Self-Evaluation
  • Design Team Challenge
  • Craft Portfolio Plan


Stephanie Knight

Julie Sykes

Stephanie Knight holds an M.A. in Latin American studies from the University of New Mexico. Stephanie is motivated by increasing educational access for under-represented populations of students in advanced secondary contexts and post-secondary contexts. She has presented nationally and internationally on best practices for planning, instruction, professional collaboration, and the intentional incorporation of digital tools in the world language classroom.

Julie Sykes earned her Ph.D. from the University of Minnesota. She is the Director of CASLS and an Associate Professor in the Department of Linguistics. Her research focuses on applied linguistics and second language acquisition with an emphasis on technological and pedagogical innovation for interlanguage pragmatic development and intercultural competence. She has taught courses on second language teaching and learning, methodology and research, language learning and technology, Hispanic linguistics, and interlanguage pragmatic development.


This summer institute is generously co-sponsored and co-staffed by the Center for Applied Second Language Studies (CASLS) at the University of Oregon.

Target Audience
This institute is open to teachers of all languages at all levels who are interested in the incorporation of reflective practices and portfolios in the language classroom.


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