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Although earlier research has examined the potential of portfolios as assessment tools, research on the use of portfolios in the context of second-language education in Canada has been limited. The goal of this study was to explore the benefits and challenges of implementing a portfolio-based language assessment (PBLA) model in Language Instruction for Newcomers to Canada (LINC) programs. Data were gathered through semistructured interviews with four LINC instructors involved in a PBLA pilot project in a large Canadian city. Similar interviews were conducted with a representative of Citizenship and Immigration Canada, and a developer of the PBLA model. Participants identified both benefits and challenges related to PBLA implementation. Based on their feedback, recommendations for future implementation are provided. Bien que la recherche anterieure ait porte sur le potentiel des portfolios comme outils d’evaluation, la recherche sur leur emploi dans l’education en langue seconde au Canada est limitee. L’objectif de cette etude est d’explorer les bienfaits et les defis relatifs a la mise en œuvre d’un modele d’evaluation linguistique reposant sur le portfolio (PBLA) pour la formation dans les cours de langue pour immigrants au Canada (CLIC). Les donnees ont ete recueillies par le biais d’entrevues semi-structurees avec quatre enseignants de CLIC impliques dans un projet pilote PBLA dans une grande ville canadienne. Des entrevues similaires ont eu lieu aupres d’un representant de Citoyennete et immigration Canada et d’un developpeur du modele PBLA. Les participants ont identifie les bienfaits et les defis relatifs a la mise en œuvre du modele PBLA. En s’appuyant sur leur retroaction, on fournit des recommandations visant la mise en œuvre a l’avenir. Although their format and use may vary, portfolios have been playing an increasingly important role as assessment tools in educational settings. At the time of this study, a portfolio-based language assessment (PBLA) project was being piloted in all Language Instruction for Newcomers to Canada (LINC) programs in a large Canadian city. This pilot project provided a unique opportunity to examine the benefits and challenges of implementing portfolio-based assessment in the context of adult language programs. In addition, the perspectives of stakeholders involved in the pilot project could potentially be used to guide future PBLA implementation in LINC programs. Before examining the results of this study, I pro

Implementing Portfolio-Based Language Assessment in LINC Programs: Benefits and Challenges