Language Portfolio as a tool for the development of communicative culture

Language Portfolio as a tool… 
Серия «Педагогика». № 2(78)/2015 
65 
The communicative approach to learning a foreign language first emerged in the 70s as a result of the 
work of Council of Europe experts. Since that time, this approach is widely used throughout the world. Im-
plementation in practice of learning a foreign language communicative approach was undertaken with the 
aim of preserving and multiplying the rich linguistic and cultural heritage of different nations for an intensive 
exchange of technical and scientific information, achievements in the field of culture and ideas. 
Under this approach, a correspondence between senior students’ actual level of development of lan-
guage, speech and social competence in a foreign language and the requirements of the curriculum in a for-
eign language in schools with in-depth study of foreign languages. The role of teachers in preparing students 
for the implementation of the self-development of all aspects of foreign language communicative compe-
tence is required [1]. 
In this regard, the teacher is expected to create an accepting learning environment which will enable the 
learners to achieve a more than functionary mastery of the target language. In this endeavor, it behooves the 
teacher to source material that will enrich the instructional strategies and allow for an immersion of the 
learner in the didactic and pedagogic situation. The teacher has also to take into consideration some differen-
tiation in the approach to the instruction, as part of sound pedagogic practice, which one would of necessity 
regard as mandatory. Cooper M et al (2014, p. 170) puts a premium on the teacher’s role as a the major 
player in leading the implementation of differentiated instruction when they state that 
‘…a teacher proactively plans varied approaches… in order to increase the likelihood that each stu-
dent will learn as much as he or she can as efficiently as possible’
Cooper M et al. (2014, p. 170) further postulate that in such an approach, the teacher would consider, 
inter alia, the following dimensions as fundamentals of the teaching and learning, viz interest, learning styles, 
intelligence preferences, learning profile, culture and gender as part of the strategy that takes into account 
the needs of the learner). A brief outline of these essentials in the whole spectrum of differentiated instruc-
tion which would possibly be applicable in the endeavor to help leaners acquire a sound grounding when dis-
cussing the relationship between the Language Portfolio phenomenon and the Communicative Approach in 
language teaching and learning is provided thereunder. 
a) Interest is seen as a primordial entity in the didactic process since it would be tantamount to embark-
ing on a futile pedagogic journey if the key stakeholder’s interest is not central to the goals of the instruc-
tional process. Interest per se counts a great deal in facilitating motivation. For its own merits, motivation is 
very pivotal in ensuring the learners’ sustained participation in the instructional process. 
b) Taking into account the learners styles is a salutary acknowledgement of the learners’ peculiar needs 
and a teacher’s profound expression of the desire to see the learners succeed. Many times, the varied learn-
ers’ different styles are barely taken into consideration because in their own right, incorporating them into a 
given lesson can pause a challenge for many reasons to the teacher, some of which could be surmised to be 
an inability to identify them, and seek and apply strategies and resources that are commensurate with the 
styles; or simply the implementation thereof being exacting in the time available. However, the rewards are 
plenteous if the learning styles are embraced in the instructional process. 
c) Handling creativity and applying typical skills are the apparent whole mark of what is classified as 
intelligence preference, according to Robert Sternberg in Cooper et al. (2014, p. 187). The learner is faced 
with situations demanding application of particular, requisite skills and a disposition to intellectually master-
ing ideas and skills as aligned to one’s world. The language teacher has to respond to the learner’s repertoire 
of skills and affinity to the world, as constructed by the learner. 
d) Gender and culture attributes have been a seed bed of analysis, speculation and even conjecture 
about how humans variously negotiate meaning. In the case of the link between Communicative Approach 
and the matter of language portfolio, it is noted that the concepts of gender and culture are apparently intrin-
sic components of the instructional process. There is no dearth of studies ranging from considerations of im-
plications in social, emotional, and not least physical development; to the impact of intellectual leanings in 
the way learners perform.
The whole gamut of the range of factors outlined above as instrumental in shaping the strategies for the 
instructional process present a challenge for the teacher and learners as they negotiate their way in the maze 
of engaging the target language in order to achieve meaningful levels of proficiency via the conduit of 
Communicative Approach and the Language Portfolio [2]. 
Communicative competence of students, at all its various composition in different scientific schools, 
consists of several components: linguistic (practical knowledge of linguistic means of communication), dis-
cursive (communicative skills to build meaningful texts in different types, styles, genres and registers), 

Godfrey T.M. Rinemhota, G.N.Akbayeva et al. 
66 
Вестник Карагандинского университета 
pragmatic (communicative skills to achieve the purpose of ongoing speech activity and receive the necessary 
result of a productive speech means), strategic (communication skills to choose the shortest route to getting a 
productive result, overcoming language and intellectual difficulties, enabling a more complete understand-
ing), cultural (the ability to broadcast information about native culture and cultural self-determination, to 
perceive a different culture means of social cognition, perform a mediating role in the dialogue of cultures) 
[3]. All components of communicative competence are available to a direct pedagogical measurements by 
different approaches, such as tests, language portfolios, interviews, etc. Students master communicative cul-
ture on the basis of the cultural component of communicative competence. 
Communicative culture is a tool of education of internationally-oriented person, aware of the relation-
ship and the integrity of the world, the need for intercultural cooperation in solving global problems. 
E.I.Passov, an author of communicative approach to learning a foreign language academician wrote: «There 
is a tendency of pragmatic thinking to reduce the learning objectives in the formation of extremely 
homoagens — human activie (as an important technique, and not man and his values) or homoloquens (man 
speaking), you must oppose moral education and training, the aim of which may be considered only 
homomoralis — man moral, spiritual» [4]. 
In connection with the processes of globalization and the intensification of social life, interest of scien-
tists to development of communicative culture of the person has increased (A.N.Leontiev, A.I. Mishchenko, 
A.B. Petrovsky, V.A. Slastenin, et al.). Questions devoted to the formation of communicative culture of stu-
dents in the educational environment of the school and its various aspects are considered in studies of 
M. Alexandrov, G.M. Andreev, I.A. Zimnaya, I.F. Isayev, V.G. Kostomarov, N.B. Krylov, A.N. Leontiev, 
A.I. Mishchenko, A.B. Petrovsky, V.A. Slastenina, O.G. Trinitatskaya and others. However, the lack of 
modern research should be noted, especially considering the formation of communicative culture of students 
in the conditions of the educational environment of the modern school. 
The purpose of formation of communicative culture are: 
 readiness for orientation in the field of modern industrial activities through communicative interaction 
information; 
 Developing of organizational skills through participation in the self-government, the ability to evalu-
ate and improve the social aspects of the development of the personality in the format of a single 
command; 
 awareness of the value of spiritual and physical health of the individual in society and education ste-
reotype of a healthy lifestyle as one of the components of interpersonal relations development; 
 development of creative abilities and sustained motivation for self-realization in different spheres of 
life by forming a communication of knowledge, skills, and experience. 
There are also different criteria of communicative culture: 
 culture of communication, communicative; 
 culture of speech; 
 communication skills; 
 communicative thinking; 
 value; 
 leisure interests. 
Considering the criteria of communicative culture there can be three main motives pointed out: business 
motives, which are expressed in the ability to work, to play, to the total activity; cognitive motives that arise 
in the process of satisfying the need for new experiences, the knowledge of a new source which acts as an 
adult — a source of new information and at the same time as a listener, able to understand and appreciate the 
opinions and questions of the student; personal motives that are typical only for communication as an inde-
pendent activity, in this case the communicative culture is encouraged by the people themselves, their per-
sonalities. 
Development of communicative culture continues uninterrupted throughout the life and work of a teen-
ager. The personality of a teenager is developed at school, providing them with system of knowledge about 
the world. Communicating with peers, students acquire social skills, acquires ethics, develops the founda-
tions of its future position in life. Immersion of teenagers in a practice-oriented, socially meaningful activi-
ties allows us to develop communication skills and individual personality of a teenager, and also promotes 
socialization of teenager, which in turn is a prerequisite for building an effective communicative interaction. 
The second condition for the development of communicative culture is the intention of the process of devel-

Language Portfolio as a tool… 
Серия «Педагогика». № 2(78)/2015 
67 
opment of communicative culture of teenagers in the mode of self-development in additional education sys-
tem. The third condition is the development and implementation of innovative forms, methods and technolo-
gies for the development of communicative culture of teenagers through design and research activities. 
One such innovation is the language portfolio. 
Language portfolio (European Language Portfolio) is a collection of student work that is carried out 
during a certain time and an opportunity to expand the scope of the student's individual experience in inter-
cultural communication with a native speaker. In today's practice of teaching foreign languages, various 
kinds of language portfolio can be effectively used, depending on its target orientation. 
Language Portfolio as a self-assessment tool achievements of students in the process of mastering a for-
eign language and proficiency in a foreign language (Self-Assessment Language Portfolio). 
 Language Portfolio as a tool for autonomous learning of foreign language (Language Learning Portfo-
lio) — this type of language portfolio may also vary depending on the special purpose or a compre-
hensive orientation: Language Portfolio Reading (Reading Portfolio), Listening (Listening Portfolio), 
Speaking (Speaking portfolio), Writing (Writing Portfolio), language Portfolio which interrelates 
types of foreign-language speech activity (Integrated Skills Portfolio). 
 Multi-purpose language portfolio that includes a variety of goals mastering a foreign language (Com-
prehensive Language Portfolio). 
Among the innovative technologies of foreign languages teaching, it is highlighted by the fact that is 
characterized by methodists as an alternative form of control that allows you to get a dynamic picture of the 
academic and language development of students. The focus is the fact that they will be able to play or re-
member how it usually happens in the case of formal control (test or exam). It shows the stages in the pro-
cess of language learning and growth of its owner. If the portfolio a secondary level student shows a greater 
degree of «product training activities» and in many ways resembles a portfolio of achievements of profes-
sional artist or an architect, then it eventually acquire more and more working character. High school stu-
dents have more consciously and purposefully selected samples of their work for inclusion in the portfolio. 
Moreover, the key elements are reflection of language learners and a tool for self-monitoring. 
As a practical implementation of competencies (including communicative competence) «Language Portfo-
lio» is intended, first, to put into practice a promising educational ideology in the field of foreign language; 
secondly, to develop and maintain the interest of each person in the study of languages throughout life; third, 
provide students with reliable and accessible tool for determining their achievements in learning a foreign 
language, as well as ways for further improvement of their knowledge, skills and competences; fourth, give 
the teacher an opportunity to assess the level of achievement of each student in learning a foreign language 
and to make, in the case of the need, an adjustment of their teaching activities; fifth, to ensure the person’s 
social mobility [5]. 
Language portfolios may differ in content and structure from the portfolio, including a written student 
work and demonstrate the formation of only one communicative skill — letter, which reflects study of a spe-
cial course, to the long-term portfolio reflecting the dynamics of growth, achievements and experience of the 
student in mastering foreign language (or several languages) as a whole. 
The structure of the language portfolio includes the following sections: 
 language passport, which contains information about where and when a foreign language was learned, 
describing the facts and the experience, assesses proficiency at regular intervals; 
 a language biography, which is a brief description of the history of language learning, including self-
communicative skills — listening, speaking, reading and writing — using the international six-level 
scale (or adapted Russian counterpart, which takes into account national identity and national tradi-
tions in this field) and special checklists (questionnaires) designed to make the target language, how it 
is easy or difficult to study, whether it is important for a learner; setting goals and planning their edu-
cational activity; 
 files that make up the documentary evidence of linguistic and personal development to learn a foreign 
language (s), namely: essays, reports, articles, essays, as well as certificates of examinations, certifi-
cates of successful completion of courses or participation in international programs, diplomas, et al.
Thus, the concept of «language portfolio» makes it possible to expand the scope of training (classroom) 
process to include the experience of the students in authentic intercultural direct communication. And it is 
very important for the formation of the ability to communicate on an intercultural level which requires a con-
stant search for the real access of authentic communication. The student must not tomorrow, but today, learn 

Godfrey T.M. Rinemhota, G.N.Akbayeva et al. 
68 
Вестник Карагандинского университета 
the language at every stage of education, and have the opportunity to realize the importance of a pragmatic 
foreign language. 
Language Portfolio, thus, is a kind of «mirror» of the process of learning a foreign language. It is a 
means of self-reflection.
Summarizing all the above, it can be stated that the language portfolio is an effective tool for the devel-
opment of communicative competence and communicative culture. 
References 
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ской компетенции учащихся. — [ЭР]. Режим доступа: http://festival.1september.ru/articles/591517/. 
2 Сooper M.J., Irizary J.G., Leighton M.S., Morine-Dershimer G.G. Classroom Teaching Skills (10th ed). Singapore. 
Wadsworth, Cengage learning, 2014. — P. 21–23. 
3 Мильруд Р.П. Компетентность учителя иностранного языка / Р.П. Мильруд, А.С. Карамнов // ИЯШ. — 2012. — № 1. 
— С. 11–17. 
4 Пассов Е.И. Коммуникативное иноязычное образование. — М.: Педагогика, 2000. — С. 16.
5 Гальскова Н.Д. Языковой портфель как инструмент оценки и самооценки учащихся в области изучения иностранных 
языков // Иностранные языки в школе. — 2000. — № 5. — С. 7–8. 
Годфри Т.М. Ринемхота, Г.Н.Ақбаева, А.З.Əлиева, А.К.Китибаева

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