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Highlighting marginalized but significant perspectives about the sociopolitical essence of English language tests and testing processes worldwide, this book explores the social considerations of testing theories and practices from a critical perspective. Investigating concerns surrounding power inequalities, The Sociopolitics of English Language Testing takes a socially-situated view of language assessment, bringing sociopolitical understandings of language teaching, learning, and assessment to the forefront in the field. Within the broader discussion of the politics of test use, an international team of language and education experts address the issues of ideology, diversity, power, and dominance in English language testing. Through socially-sensitive theoretical as well as empirical discussion and investigation of English language testing, this book offers valuable insights, not only to applied linguists and the language education community who have focused on positivistic and cognitively-oriented conceptions of language testing, but to anyone who wishes to venture beyond the traditional bounds of the field.
Highlighting marginalized but significant perspectives about the sociopolitical essence of English language tests and testing processes worldwide, this book explores the social considerations of testing theories and practices from a critical perspective. Investigating concerns surrounding power inequalities, The Sociopolitics of English Language Testing takes a socially-situated view of language assessment, bringing sociopolitical understandings of language teaching, learning, and assessment to the forefront in the field. Within the broader discussion of the politics of test use, an international team of language and education experts address the issues of ideology, diversity, power, and dominance in English language testing. Through socially-sensitive theoretical as well as empirical discussion and investigation of English language testing, this book offers valuable insights, not only to applied linguists and the language education community who have focused on positivistic and cognitively-oriented conceptions of language testing, but to anyone who wishes to venture beyond the traditional bounds of the field.
The sociopolitical dimensions of English language teaching are central to the English language professional. These dimensions include language policies, cultural expectations, and the societal roles of languages. This book aims to present these issues to practicing and aspiring teachers in order to raise awareness of the sociopolitical nature of English language teaching.
Teaching English to Speakers of Other Languages (TESOL) sits at the nexus of constant change, which makes it vitally important for language teachers to engage in continuous development and keep abreast of the sociopolitical milieu in which they are embedded. However, most teacher education activities are often associated with what is perceived as best practices that are expected to be adopted (often uncritically) for classroom application and practice, with the intention of training teachers to become technicians in their respective classrooms. In reality, TESOL practitioners often find themselves in situations that require them to be reflexive practitioners and to negotiate sites of political struggles and social injustice. Given that a socially situated understanding of TESOL teacher education is often overlooked, this volume highlights the sociopolitical dimensions of TESOL teacher education. In Part 1, the authors introduce the theoretical underpinnings of the sociopolitical agenda proposed by this volume. Building on these theories, Part 2 realizes the proposed agenda by situating it within actual TESOL teacher education contexts that are characterized by power imbalances and neoliberally inflected educational injustices.
This text aims to present such dimensions as language policies, cultural expectations and the societal roles of languages to practicising and aspiring teachers in order to raise awareness of the sociopolitical nature of English language teaching.
A critical examination of the ways in which English is conceptualised for learning, teaching, and assessment in a range of domains, from both social and cognitive perspectives. Researchers and postgraduates working on English in L1 and L2 educational contexts will find it valuable for research and collaboration.
Children's literature can be a powerful way to encourage and empower EFL students but is less commonly used in the classroom than adult literature. This text provides a comprehensive introduction to children's and young adult literature in EFL teaching. It demonstrates the complexity of children's literature and how it can encourage an active community of second language readers: with multilayered picturebooks, fairy tales, graphic novels and radical young adult fiction. It examines the opportunities of children's literature in EFL teacher education, including: the intertexuality of children's literature as a gate-opener for canonised adult literature; the rich patterning of children's literature supporting Creative Writing; the potential of interactive drama projects. Close readings of texts at the centre of contemporary literary scholarship, yet largely unknown in the EFL world, provide an invaluable guide for teacher educators and student teachers, including works by David Almond, Anthony Browne, Philip Pullman and J.K.Rowling. Introducing a range of genres and their significance for EFL teaching, this study makes an important new approach accessible for EFL teachers, student teachers and teacher educators.
Classroom-based Evaluation in Second Language Education has been written to help foreign and second language educators in planning and carrying out effective and comprehensive evaluations in their classrooms. The book emphasizes the value of classroom-based assessment as a tool for improving both teaching and learning. The presentation is non-technical and does not require a specialized background in psychometrics, statistics, or research. The suggested assessment procedures are useful for a broad range of proficiency levels, teaching situations, and instructional approaches. Preview questions and follow-up activities assist the reader in applying the material discussed in each chapter.
This book focuses on the development of the process of teaching and assessing foreign language competence for study purposes in a pluricultural and plurilingual context. It addresses not only the individual who is learning the language for academic purposes (LAP), but also other stakeholders, like teachers, schools and universities, and external boards, such as examination boards for language testing. The book highlights an ongoing research project at the University of Parma, Italy, aimed at developing teaching programs and evaluative tools for language for academic purposes. Starting from a reflection upon the nature of language for study purposes stemming from the tradition of English for Academic Purposes, it describes the model of an LAP test implemented in Italian secondary schools and universities, and shows the findings concerning the performance in the test of both students whose mother tongue is Indo-European and those who speak non-Indo-European languages.
A symposium focusing on problems in the assessment of foreign or second language learning brought seven applied linguists together to discuss three areas of debate: communicative language testing, testing of English for specific purposes, and general language proficiency assessment. In each of these areas, the participants reviewed selected papers on the topic, reacted to them on paper, and discussed them as a group. The collected papers, reactions, and discussion reports on communicative language testing include the following: "Communicative Language Testing: Revolution or Evolution" (Keith Morrow) and responses by Cyril J. Weir, Alan Moller, and J. Charles Alderson. The next section, on testing of English for specific purposes, includes: "Specifications for an English Language Testing Service" (Brendan J. Carroll) and responses by Caroline M. Clapham, Clive Criper, and Ian Seaton. The final section, on general language proficiency, includes: "Basic Concerns in Test Validation" (Adrian S. Palmer and Lyle F. Bachman) and "Why Are We Interested in General Language Proficiency'?" (Helmut J. Vollmer), reactions of Arthur Hughes and Alan Davies, and the subsequent response of Helmut J. Vollmer. (MSE)